STUDY OF THE STATE OF FORMATION OF SOCIAL-COMMUNICATIVE SKILLS IN PRESCHOOL AGE CHILDREN WITH RETTE SYNDROME

Abstract

The article addresses the issue of the development of social-communicative skills in preschool children with Rett syndrome, which is a crucial aspect of their socialization.

The study analyzes existing diagnostic tools for the psychological and pedagogical assessment of social-communicative skills in preschool children with Rett syndrome (RS). It presents an overview of domestic and international literature sources, as well as contemporary research on the challenges of psychological and pedagogical evaluation of social-communicative skills in this category of children. The article emphasizes the importance of effective diagnostics as a key factor in developing individualized development programs, identifying areas for corrective and developmental work, and establishing strategies for implementing recommendations related to personality development and socialization of children with RS.

The article explores the challenges of conducting psychological and pedagogical assessments of development (physical, social, speech, cognitive, emotional-volitional, learning, and behavioral domains) in children with Rett syndrome. It stresses the need for comprehensive and individualized approaches that involve a thorough study of social-communicative skills in preschool-aged children with RS. The importance of conducting a comprehensive psychological and pedagogical assessment of the child's needs is highlighted, aimed at identifying individual characteristics, potential capabilities, strengths, and weaknesses in the context of forming social-communicative skills.

The research findings are of significant practical value for psychological and pedagogical specialists, including psychologists, speech therapists, educators, rehabilitation specialists, as well as for parents who support preschool children with Rett syndrome. It is emphasized that the development of valid and reliable diagnostic tools will improve the accuracy of identifying the child’s individual needs and determining their potential, strengths, and weaknesses in the formation of social-communicative skills, which is a fundamental basis for developing and implementing effective psychological and pedagogical intervention programs.

The importance of coordinated interaction among multidisciplinary team specialists and active parental involvement in the educational process and support of children with special educational needs is highlighted. The need for timely psychocorrectional support for children with Rett syndrome is underlined in order to optimize their social-communicative development and overall functioning.

It is found that assessing the level of social-communicative skill development in children with Rett syndrome requires the application of specialized diagnostic approaches that consider the specifics of motor, sensory, and cognitive limitations, as standard methods may not be sufficiently informative.

Prospects for further research lie in studying the long-term impact of various factors on the development of social-communicative skills, which contribute to socialization and have the potential to improve the overall development of children with Rett syndrome, including the quality of care and their health status.