Аннотация
Based on the analysis of psychological and pedagogical literature, the article examines the problem of overcoming writing disorders in children. Currently, there is a rapid increase in the number of children experiencing difficulties due to violations of the graphomotor component, and therefore the features of the factors influencing their manifestation are analyzed. The study identifies specific mechanisms of functioning, indicating that the difficulties of mastering writing in children are caused not only by violations of oral speech, but also by the lack of formation of non-verbal forms of mental processes. The study shows the importance of using pedagogical programs, as well as effective pedagogical approaches based on the psychological and pedagogical foundations of graphomotor difficulties. The article discusses the problems of developing directions? The content and methods of correctional and pedagogical work on the formation of graphomotor skills in preschool children with phonetic and phonemic underdevelopment. The purpose of the study is to study the process of formation and identification of the features of the formation of graphomotor skills in preschool children with phonetic and phonemic underdevelopment. The methodological basis of the research was a psychological and pedagogical experiment at the ascertaining and formative stages. Along with the main research methods, additional research methods were used, including the analysis of anamnestic data, the study of psychological and pedagogical documentation, front-line work with children, monitoring the activities of educators during classes, as well as a thorough analysis of the products of children's activities. The results of the study made it possible to determine the mechanisms of functioning and systematize the ways of developing graphomotor skills in preschool children with phonetic and phonemic underdevelopment. The scientific value of the work lies in the development and testing of areas of content and methods of pedagogical work, taking into account the non-verbal capabilities of children in this category.