Resource potential of psychological and pedagogical support in ensuring education personalization for children of early and preschool age with disabilities

Abstract

The paper aims to determine the resource field of psychological and pedagogical support for children of early and preschool age with disabilities in the context of education personalization. The work deals with modern interpretations of the notion of psychological and pedagogical support. Ensuring education personalization for children of this category by means of psychological and pedagogical support is considered as a relevant socio-cultural pattern. The authors shed light on the essence of psychological and pedagogical support for children of early and preschool age with disabilities, identify and characterize the components of its resource field in the context of education personalization for children with disabilities. The scientific novelty of the study lies in presenting the pedagogical potential of the resource field of psychological and pedagogical support that ensures education personalization for children of early and preschool age with disabilities on the basis of the identified components of the resource field. As a result of the study, the essence of psychological and pedagogical support for children of early and preschool age with disabilities in the context of education personalization is clarified, it is shown that the competent use of psychological and pedagogical support resources in ensuring education personalization will contribute to the maximum possible normalization of the psychophysical and personal development of children of this category, the formation and self-realization of their personal and compensatory potential.