| Summary: | This article is devoted to the study of the main features and disadvantages of the operational component of thinking in children of older preschool age with mental retardation and mental retardation. Currently, there are not enough detailed comparative studies that state the features and disadvantages of the operational characteristics of thinking in children of these categories. The relevance of obtaining comparative research content is determined by the practical tasks of differential diagnosis and building the correct educational route for children. In the course of the present study, identical and distinctive characteristics in the development of operations of analysis, synthesis, comparison, generalization, classification and abstraction of children with ASD and mental retardation are recorded. The results obtained determine the prospects for using these data in the methodological support of preschool children in preparing for school.
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