The grave social-economic situation in Moldova has led to an increase in the number of children with RDP in primary schools. The principal psychological problem in these children is the immaturity of emotional-volitional regulation, leading to difficulties in intellectual and personal development, reduced work capacity, and communication issues, thereby exacerbating general psychological developmental delays .

It is crucial for specialists to be informed about the complex diagnosis of children with RDP to tailor intervention strategies appropriately. Understanding the child's unique needs allows for the application of specific techniques and methods conducive to their development, thereby maximizing educational outcomes and supporting equitable access to education .

External environmental factors contribute to the development of RDP but serve as aggravating factors rather than causal in cases of oligophrenia. While both disorders can arise from brain lesions, RDP is often influenced by psychosocial factors such as inadequate education, unlike oligophrenia where brain damage plays a more central role .

Educational games are used to aid children with RDP by developing correlations between emotions and volition. This approach is recommended because it directly addresses the development of emotional-volitional regulation, a key area of immaturity in these children, thereby enhancing their ability to function and interact effectively in educational settings .

In individuals with RDP, the interaction between intellectual and affective processes is significantly disrupted. Emotional experiences often escape the control of intelligence, and cognitive activity is insufficiently stimulated by affect, unlike in individuals without RDP where these processes enhance and regulate each other beneficially .

Pedagogically neglected children differ from those with RDP as their academic failure results from incorrect education rather than neurological shortcomings. They can orient well in known situations and show initiative and perseverance in areas of interest. Unlike children with RDP, pedagogically neglected ones do not exhibit asthenic, cerebroasthehic, or encephalopathic disorders, or dysfunctions in higher cortical functions .

Affective processes permeate the entire psychological life of individuals from subconscious to conscious levels, interacting with all other psychic processes and personality traits. In individuals with RDP, this interaction is disrupted, leading to uncontrolled emotional experiences and insufficiently stimulated cognitive activity, which differ from the regulatory and enhancing role of affective processes in a typical development .

Emotional-volitional immaturity in children with RDP causes significant challenges in intellectual development, as it lowers work capacity, impairs communication, and leads to irregularities in overall psychological development. This immaturity disrupts the balance between cognitive and affective engagement necessary for learning .

Recommendations include ensuring pediatricians, specialized educators, and other professionals are informed of comprehensive child diagnoses to apply appropriate techniques and methods. It is also proposed that all children, regardless of their traits, have equal access to education, advocating for their integration into schools. Educators should be familiar with the specifics of emotional and volitional regulation development to use suitable educational games .

Children with RDP exhibit a partial, mosaic-type cognitive impairment rather than the total and hierarchical underdevelopment seen in oligophrenia. While oligophrenia is characterized by complete brain lesions, RDP results from superficial, minimal, temporal, and localized brain damage. In RDP, higher mental activities like generalization and abstraction are better developed compared to oligophrenia. These characteristics are secondary to immaturity in the motivational sphere and neurodynamic disorders, which are not present in oligophrenia .