The nature of temporal representation disorders in preschoolers with disabilities and ways to correct them in the dyscalculia prevention system

The aim of the study is to identify the nature of temporal representation disorders in preschoolers with disabilities, which may be one of the predisposing factors to dyscalculia. The article presents a comparative analysis of the results of a study aimed at determining the nature of time perception disorders in children with mental retardation, severe speech disorders and normotypic preschoolers, and also reveals the directions and technologies of psychological and pedagogical work on the development of time representations in preschoolers of this category in an educational organization. The scientific novelty of the study is that for the first time, based on the analysis of the research results, it presents differences in the nature of time perception disorders in preschoolers with disabilities compared with their normally developing peers, highlights the specific features of time perception in preschoolers with mental retardation and with severe speech disorders. The purpose and directions of psychological and pedagogical work on the correction of these disorders are presented. As a result of the study, it was found that, despite similar difficulties in assimilating temporal representations, children with mental disorders and preschoolers with speech disorders need a differentiated approach when providing them with correctional psychological and pedagogical assistance in an educational organization.