Diagnosis and prevention of dyscalculia in preschool children: theoretical review

The aim of the study is to determine the existence of differences in the views of recent researches on the understanding of the term “dyscalculia”, on the methods of detection and correction of predisposition to this disorder in preschoolers. The article presents an overview of Russian and foreign studies in order to analyze existing points of view on understanding the definition of dyscalculia and specific difficulties that are risk factors for predisposition to dyscalculia, on current issues devoted to the prevention of this disorder in preschoolers. Conclusions are made that this issue in the field of preschool education is poorly reflected in both foreign and Russian studies, mainly focusing on the issues of diagnosis and correction of this disorder in schoolchildren and adults. Scientific novelty lies in the following: the article presents the importance of early diagnosis and prevention of dyscalculia in preschool children in the educational environment. The study notes the need and feasibility of training specialists who understand the problem of dyscalculia, have knowledge of diagnostic methods aimed at identifying predisposition to dyscalculia in preschoolers, and who are able to create the necessary educational environment using auxiliary technologies for correctional work, which will significantly facilitate the learning process and provide assistance to children with these disorders.