The Art Therapy’s Potential in the Process of Forming a Positive Inclusive Educational Environment for Preschool Educational Institutions
Journal Title: Педагогіка формування творчої особистості у вищій і загальноосвітній школах - Year 2018, Vol 58, Issue
Abstract
The article describes the art therapy’s potential in the process of forming a positive inclusive educational environment in a preschool educational institution for children with special needs. There are presented different scientific approaches to the interpretation of the term «positive inclusive educational environment». That is understood as a system, a complex of conditions, multicultural education, which enables to form a value-added attitude to the education, nurture and personal development of children with special needs. We understand a positive inclusive environment as the space of an educational institution that provides comfortable conditions for children with special needs requiring correction and rehabilitation of psycho-physical development. There are highlighted the general methodological aspects of the professional activity of a social teacher at a preschool institution, aimed at development and education, and strengthening the health of children with special needs. Also there are highlighted the study of the dynamics of the state of their psychophysical development. The main focus is on the characterization of social and pedagogical work with children of this category on the basis of the use of art therapy. The are therapy is one of the most modern approaches to the correction and rehabilitation of children with special needs. It is a method of psychological work using the possibilities of fine arts to achieve positive changes in intellectual, emotional and personal development of the child. There are presented the most promising art-therapeutic techniques. It is expedient to use social pedagogue in work with preschool children with special needs. It is about «free», «communicative» or «group», «joint» drawing with non-traditional materials. The arttherapeutic classes with such children should be conducted in a specific structure (entrance, main and final parts), taking into account their condition, capabilities, abilities and needs.
Authors and Affiliations
О. В. СОРОКА, С. М. КАЛАУР
Keywords
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