ASPECTS OF INDICES DETERMINATION OF THE CHILDREN’S PCYHOLOGICAL READINESS TO THE SCHOOL EDUCATION

This article includes the main objective of comprehensive psychodiagnostic examination of children with violations of ear to the studies at school, which is general level of psychophysical development of deaf and partially deaf children under school age, their potential and individual peculiarities of development; there has been posed a problem, which is to analyse theoretically aspects of preparation of children for studies at school indices. Result of this analysis is indication of three main aspects of forming the psychological readiness to the school education (the Organizational and Methodical aspect, the Technological aspect and the Improvement and Development aspect) and there has been also specified the issues of this methods’ realization within the modern pre-school education system, indicated variety of educational institutions (conventional, compensatory) for this category of children. The system of education for children with violations of ear in Ukraine is one of the fields of psychological practice, in which psychodiagnostics is the basis for building the educational process in general [1]. It is generally accepted that the modern system of education for children with violations of ear cannot exist without the diagnostics and selection. Specialists, who conduct the diagnostics of psychological readiness of children to the studies at school, have arrived at conclusion that the detailed grounding and consolidation in practice the holistic approach to developmental impairment diagnostics and selection of children to educational institutions of various types is necessary by using standard complex of tests, that allow to specify and check up results of children development. The main object of the developmental impairment psychodiagnostic is the identification of the mental development peculiarity of children with violations of ear. It is a part of child’s comprehensive examination, which carries a large number of experts and results of which help to select certain educational institution type, taking into consideration the development of sensory-perceptual functions, motor skills, mental activity and emotional-volitional sphere of the prospective student [2]. According to practical experience, psychological examination of children with violations of ear is accompanied by certain problems that are associated with specific features of their mental development, which have, and become the object of our study [3]. Simultaneously, particularly actuality in the context of children with violations of ear development acquires integrated approach application, whose role is not only to construct a diagnosis and determining its results, but also to create 5. Juni, 2020  Stuttgart, Deutschland  133