The article is devoted to the subjective reaction of patients at different stages of disabling disease, in the context of the formation of a specific cognitive-emotional and motivational model of “internal picture of disability”, depending on the severity of social frustration as the most important deconditioning factor. We wanted to identify psychological determinant of the specificity of adaptive activity of the patient to the situation disabling disease, depending on the level of increase social frustration. Nature of adaptation to the disabling disease depending on the level of increase social frustration expressed by: 1) decrease in self-esteem of patient self-efficacy with an increase in subjective experience of disability; 2) the growing tension of personal protective mechanisms; 3) reductions coping competence, which, depending on the rise of frustration, becomes effective instead of the rational-intelligent, more maladaptive emotional.
The article analyzes preschool physical education curricula since 1935 and presents approaches to physical education concerning child health promotion, prevention of such diseases as scoliosis, flat-foot, etc. Preschool age is an important stage for child health, therefore, by the present time there has been developed a bulk of methods on how to prevent various health disorders in children (scoliosis, flat-foot, vision disorders, etc.) through physical education. On the other side, lack of the science-based concept of child health disorders prevention causes the situation when the majority of these methods fail to involve peculiarities of this educational process, and, consequently, it is hard to apply them, their practical usage is not systematic and has no positive impact on health. Development of pedagogy and national educational policy is known to be enforced in educational curricula. Physical education, as a rule, is a constituent part of these curricula, that is why, their estimate, especially concerning the purpose and content, enables us to identify socially-historical prerequisites of the health enhancement function of preschool physical education.
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