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One of the most important psychological acquisitions in preschoolers is a good sense of self (a set of ideas about oneself as a physical and psychological subject) and the ability to present themselves to those around them. “A sense of self” as well as strategies and verbal and nonverbal ways of self-introduction takes shape as self-representation in the broad sense of the word. The aim of this research is to explore the self-presentations of preschoolers. The research was conducted in а special preschool for children with speech disorders. During the empiric and experimental parts of our research, we examined the peculiarities of self-presentation in preschoolers with speech disorders. This was accomplished by diagnosing the verbal and nonverbal (drawings) self-presentation of the children to other people. The essential sources of the problems in children’s self-presentation in our sample were caused by a weak level of mediation in using speech to express the psychosocial sense-bearing aspects of their personalities. Due to their undeveloped speech mediation, the vocabulary used by the preschoolers does not carry the message necessary for the children to effectively present themselves to others. According to the results of the psychological diagnostics, we developed and implemented a program for psychological corrections for children 5-6 years old with speech disorders. The program aims to develop their knowledge about themselves, their speech, and their communication and cognitive skills in situations of self-presentation.

In this article the problem of diagnosis of autism is raised. Diagnoses of autism are often mistakenly set for children with developmental delays, suffering from systemic disorders of speech and secondary autistic behavioral manifestations arising from the early damage of the central nervous system. Examples of the application of techniques of neuropsychological correction of a child with autism spectrum disorders are provided. Neuropsychological data provided led to the conclusion that the diagnosis of autism needed to be clarified. After a course of rehabilitative training a positive trend in mental functioning of a child was discovered. After the second diagnostics it was concluded that the child had secondary autistic traits associated with the delayed language development and general executive functions, which needed to be corrected through the development of mental functions. The article highlights the importance and possibilities of neuropsychology in the differential diagnosis of mental functioning in children diagnosed with autism spectrum disorders.

The study of the relationship between high level of anxiety and the degree of formation of higher mental functions in primary school children is presented. The high demands of parents to the child without regard to his individual characteristics lead to high levels of anxiety, lack of motivation to learn, underachievement. It was found that children without cognitive impairment often have a high level of anxiety and their neuropsychological status was characterized as low level of units of higher mental functions. Practical experience proves the effectiveness of a systematic approach to correcting the identified deficiency of symptoms in mental functioning, as well as the alignment of the emotional background.

The problem of bi-and multilingualism is especially important for the children of immigrants and children of international families. In the article the paramount way to learn a second language and age of language acquisition are described. The authors conclude that bilingualism is necessary for the formation of a clear division of the language of communication at home and school / kindergarten. It is stated that bilingualism promotes the formation of a more flexible thinking, the ability to approach the problem from different angles and from different perspectives, enhances knowledge. Authors illustrate their statements with the description of the case study of the early multilingualism of preschool child that shows peculiarities of speech and other mental functions.

The paper analyzes the difficulties in learning mathematics in preschool children. Key components of mathematical thinking are outlined. The difficulties in learning mathematics are analyzed on the concrete examples. It is shown that the spatial analysis and synthesis of thought is of paramount importance for successful mastery of mathematics. Difficulties in learning arithmetic operations in children are connected with spatial immaturity. Another essential component of mathematical operations is a well-developed thinking and arbitrary visual perception, which form the concept of geometric shapes. The programs of neuropsychological correction, which include a motor and cognitive correction are discussed.