Opportunities for the development of communication skills in preschoolers by means of art in an inclusive education

Original article

doi: 10.15293/1812-9463.2201.08

Ryapisova Alevtina Gennadievna

Novosibirsk state pedagogical University», Novosibirsk, Russia, esen-kpp@nspu.ru, https://orcid.org/0000-0003-3730-8706

Alexandrova Marina Vladimirovna

Novosibirsk State Pedagogical University, Novosibirsk, Russia, alexmarina89@mail.ru, https://orcid.org/0000-0003-1331-7229

AbstractThe article presents the main results of the research work devoted to the description of the activity of a teacher-psychologist of an inclusive preschool educational organization. The combination of scientific and theoretical substantiation and empirical research allowed us to reveal the resources of various types of art for the formation of communication skills in preschoolers in an inclusive practice. The psychological and pedagogical possibilities of using a poly-artistic approach, art therapy resources and other methods and techniques are characterized. The results of a diagnostic study of the levels of formation of communication skills in older preschool children in a group of combined orientation, in which half of preschoolers have severe speech disorders, are presented.
A project of activity of a teacher-psychologist for the development of children’s communication skills by means of art in an inclusive education is proposed, including a description of the thematic content, forms and methods of work. In the course of the study, it is proved that a teacher-psychologist will be able to successfully carry out work on the development of communication skills in older preschoolers (including those with speech disorders) if conditions for genuine inclusion are created in a preschool educational organization, team cooperation of specialists is implemented and the developing potential of various types of art is correctly used.

Keywordsinclusive education, children with disabilities, severe speech disorders, communication skills, poly-artistic approach, art therapy methods, team cooperation, teacher-psychologist.

For citation: Ryapisova A. G., Alexandrova M. V. Opportunities for the development of communication skills in preschoolers by means of art in an inclusive education // Journal of Pedagogical Innovations. 2022;(1 (65)):7482. (in Russ.).



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Information about the Authors

Ryapisova A. G. – candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Psychology and Pedagogy of the Institute of Natural and Socio-Economic Sciences of the Novosibirsk state pedagogical University, Head of the Scientific and Educational Center “Inclusive Education”, Novosibirsk, e-mail: iesen-kpp@nspu.ru, orcid: https://orcid.org/0000-0003-3730-8706

Alexandrova M. V. – master’s degree student, Novosibirsk State Pedagogical University, Novosibirsk, e-mail: alexmarina89@mail.ru, orcid: https://orcid.org/0000-0003-3730-8706