Introduction. The article presents the author's analysis of the results of a theoretical and experimental study of the peculiarities of the communicative experience of older preschool children with strabismus and amblyopia. The state of communicative experience in the studied age period is interpreted as the basis of social success of a personality at all subsequent age stages.

Materials and Methods. The methodological positions of this study are determined by the fundamental provisions of classical and modern typhlopsychology on the influence of visual impairment on the general psychological and personal development of a child with disabilities, which was originally laid down in the teachings of L. S. Vygotsky on the structure of the defect and its determinism. It is also concretized and updated in the «Concept of the development of education for students with disabilities and disabilities» (2019). The content of the concept of «communicative experience» is studied, its components are defined; the level and specificity of the communicative experience of older preschoolers with visual impairments are revealed.

Results. The main indicators of the state of the communicative experience of older preschool children with strabismus and amblyopia are determined: the state of knowledge and ideas about communicative behavior in society, the presence of a position in the process of a communicative act, through which relationships are built, as well as manifestations in terms of communicative activity. Within the framework of this study, not only quantitative lags in the accumulation of communicative experience were revealed, but its qualitative peculiarities were also noted for all the studied indicators.

Discussion. It is emphasized that the effectiveness of the study is the definition and qualitative originality of the communicative experience of older preschoolers with visual impairments. In the experimental group, the whole range of possible idiosyncrasies of indicators of communicative experience was revealed.

Conclusion. As a result of the study, it was concluded that the lack of communicative experience of older preschoolers with visual impairments. The results obtained indicate the need for further more detailed study of the specifics of communication among preschoolers with visual impairments in order to create special conditions for effective communicative development in institutions and family involvement in this process.

The communicative competence of a young person is formed on the basis of a combination of certain knowledge and ideas about the rules of communication, the presence of sufficient communicative experience and certain personal qualities of the individual of communication. The formation of the communicative experience of a preschooler with visual impairments is one of the main tasks of a modern educational organization.

The communicative experience of older preschoolers with visual impairments is characterized not only by quantitative lags in comparison with age standards, it differs in qualitative peculiarities in all the studied indicators: the state of knowledge and ideas about communicative behavior in society, the presence of a position in the process of a communicative act, with which relationships are built, as well as manifestations in terms of communicative activity.

Many parameters of the communicative experience in childhood are improved only in the process of daily communication on various topics – which is possible only in a family environment.

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