Artemiva, T.V.

The article deals with the issue of ability to anticipate future events in preschool children with visual impairments. The relevance of the study is due to the fact that the development of the prognostic ability in older preschool age makes it an important condition for the process of socio-psychological adaptation of children with disabilities, including preschoolers with impaired vision.

The aim of the study was to revial the specifics of future events anticipation in visually impaired preschool children.

The study involved 60 preschoolers aged 5 to 7 years, including 30 children with visual impairments and 30 children with unimpaired vision.

As a result of the analysis of structural and functional components, it was found that visually impaired preschoolers predict actions more often, and they also have a lower level of the speech-communicative function as compared to the one in their normo-typical peers. In children with visual impairments, the ability to anticipate manifests itself more successfully in organized activities, as well as in their relationships with parents, rather than with surrounding adults or children.

The study revealed the specifics of the ability to anticipate future situations in visually impaired preschoolers with speech impairments. It was found that children of this nosology experience real difficulties in forming a prognosis, since visually impaired preschoolers have a lower level of development in regulatory, cognitive and speech-communicative functions compared to the one of their peers without visual impairments. Preschoolers with visual impairments can set and hold goals, as well as cope with the mental replay of various options for actions and are aware of the consequences of their implementation in relation to themselves and people around them. However, they have difficulties in understanding and defining both their own emotions and the emotions of people around them in predictable situations.

Relevance. The ability of children with hearing impairments to recognize and determine their own conditions and those around them, to build adequate forecasts determines the success in socializing, in their interaction with others, both adults and peers, and in establishing relationships with them, which determines the relevance of the study.

The objective of the study is to determine the specifics of the relationship between the processes of identifying mental states, predicting and criteria for the success of interaction between children and other people measured by communication skills and emotional well-being / distress. 

The following methods were used: "Emotional faces" (N.Y. Semago), "Ugadayka" (L.I. Peresleni and V.L. Podobed), "Methodology for determining the level of development of the communicative abilities of preschool children" (N.E. Veraksa), “Scale of emotional distress and atypical behavior” (A.M. Kazmin, N.A. Konovko, O.G. Salnikova, E.K. Tupitsina, E.V. Fedina). 

Sample. The study involved 15 preschoolers with hearing impairment , 100 preschoolers without hearing impairment, 16 children of primary school age with hearing impairment, and 40 - without hearing impairment. 

Results. It was found that the processes of predicting and identifying mental states are interrelated; the relationship is mediated by other variables (emotional well-being, communication skills), the structure of the relationship is deteriorating with age in children with and without hearing impairments. 

The following conclusions were drawn: the structure of prognosis for children with normotypical development and hearing impairment has a general tendency in dynamics ( secondary variables fallout) and specific signs, manifested in the level of complexity and completeness of the structure; having a common foundation (subjective experience) identification and forecasting processes are interconnected only in preschool age; with time their relationship is mediated by additional variables (emotional well-being and communication skills); children with hearing impairments have a less complex structure of the relationship between predicting and identifying mental states against emotional well-being and communication skills.