Features of the development of spatial representations in preschoolers with disabilities and ways of their correction in the system of prevention of graphic dyscalculia

The article discusses the issues of prevention of dyscalculia in preschool age, clarifies the semantics of the concept of “dyscalculia” and formulates a new definition of this disorder. The definition of the culture of knowledge of mathematics is discussed, its structural components are analyzed, the features of spatial representations in preschool children with disabilities are revealed. In addition, the analysis of the results of studies aimed at identifying the specifics of orientation in space in children of this category, violations that can lead to a predisposition to graphic dyscalculia, which, in turn, can have a negative impact on the formation of a culture of knowledge of mathematics. The practical significance of the article is determined by the directions and technologies of psychological and pedagogical work on the development of both elements of the culture of knowledge of mathematics and spatial representations in preschool children in the structure of prevention of graphic dyscalculia in the conditions of an educational organization.