FORMATION OF CONCEPTS OF TIME AND SPACE IN PHILOSOPHY, PEDAGOGY AND PSYCHOLOGY AT DIFFERENT STAGES OF SOCIAL DEVELOPMENT
The article dwells on the formation and development of the concepts of time and space in philosophy, pedagogy and psychology at different stages of social progress. The philosophical science has a long tradition of studying space and time. The problem interested wise men and first scholars because the questions connected with it are versatile and have always aroused interest of researchers in various fields. Pedagogy and psychology have treated this problem from the point of view of revealing the specificity of perception of space and time by preschoolers and the method of orientation in space and time; pedagogical conditions of development of orientation in space and time; and interrelationship between the concepts of space and time and the linguistic nominations of these characteristics. Recent decades have seen growing interest in the works of specialists in the sphere of developmental disorders and the problems of formation of the concepts of space and time in children with disabilities. Currently, the problem of the study of special features of the concepts of space and time in preschoolers with disabilities remains to be urgent and needs further investigation. The article characterizes the works and conceptions of certain authors. In her scientific publications, K. A. Semenova has found out that preschool children with cerebral palsy demonstrate impairments of the structure of sensory cognition as such, which functions as a system of interanalyzer connections. I. Yu. Levchenko writes about the inadequate formation of higher cortical functions causing immaturity of spatial concepts. O. V. Titova points out that the development of spatial concepts is critical for the process of the child’s social adaptation and creates the basis for successful acquisition of learning activity.