Unraveling the puzzles of childhood crises: from intervention to facilitating development in children with special needs

<jats:p>&lt;p style="text-align: justify;"&gt;Child development &amp;mdash; both typical and in cases of various disorders &amp;mdash; involves a series of crises. In addition to age-related crises (such as those at age three, age seven, and adolescence), every child also encounters other transitional periods: moving from elementary to middle school, transitioning from school to adult life, among others. These transitions can pose certain difficulties for both the child and their family. But what characterizes each specific transition period? What role does society play in their emergence? What contributes to successfully overcoming them? These questions have been addressed by representatives of various disciplines &amp;mdash; pedagogy, psychology, philosophy, anthropology, and others. Today, the issue of supporting children during transitional periods remains as pressing and relevant as ever, which is what motivated the writing of this article.&lt;/p&gt;</jats:p>