Methodological bases of the model of complex support development of constructive activity of preschool children with visual impairments in the context of requirements of FSES preschool education

The article provides justification of plurality of provisions that make up the theoretical and methodological basis of research and substantial characteristics of goal setting in creation of model of complex support of constructive activity of preschool children with visual impairments in the context of requirements of the FSES early childhood education as a specific component of educational process.