PROBLEMS OF SOCIO-COMMUNICATIVE DEVELOPMENT OF PRESCHOOL CHILDREN WITH DISABILITIES
Article is devoted an actual problem of preschool education - socio-communicative development of children with disabilities (HIA). Personal paradigm of special education focuses special psychology and correctional pedagogy to the search for new technologies assistance in the development of social competence of children with disabilities from the position of formation of independence, focus and self-regulation of their actions; the development of social and emotional intelligence, emotional responsiveness, empathy; formation of readiness for joint activity with peers; the formation of respectful relationships and a sense of belonging to their family and community children and adults. Such a modern understanding of the goals of preschool education set out in the Federal state educational standard in the new educational area of preschool education - "socio-communicative development." Implementation of tasks on socio-communicative development of preschool children with disabilities causes certain difficulties, related to specific internal physiological features of this category of children, and external environmental factors. Social significance of the problem, its insufficient theoretical and methodological elaboration, the necessity of improving the system of General, special and inclusive pre-school education of children demand serious consideration and conducting targeted research in this direction.