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Abstract: A characteristic feature of the current stage in the development of education is the orientation toward the maximum individualization of the accompanying development of the child with disabilities under the guidance of a teacher or a psychologist. The educational space that is favorable for the implementation of self-development support for the students with disabilities, is the environment of additional education for children. To date, there is no proper theoretical and methodological study of the support of self-development of children with disabilities in supplementary education. The authors describe their own vision of the approach to the organization of support for self-development of preschool children in additional education. The study relies on the works of V.I. Slobodchikov about the formation of the processes of self-knowledge and self-development of the individual in the course of age development. The paper discloses one of the five stages of development of person’s subjectivity, that is typical of preschoolers. This is the stage of personification, when a child together with an adult learns to communicate during a game with imaginary partner. Two variants of child’s development are discussed – adaptive and non-adaptive – their features are analyzed and the type of support given to children in these variants are described: 1) self-development via real identification; 2) self-development via false identification; 3) self-development of compensatory type. In conclusion the paper provides requirements and outlines conditions and perspectives of self-development support for disabled children in additional educational institutions.