DEVELOPMENT OF EMOTIONS IN OLDER PRESCHOOLERS WITH DISABILITIES THROUGH THEATRICAL ACTIVITIES

Abstract

The article shows the role of theatrical activity in the development of emotions of a child with disabilities (HIA), defines the content of correctional work in this direction. The authors consider the concept of emotions, forms and means of their expression. Features of emotions of older preschool children with normal and impaired development are revealed, their role in socialization is shown. Theatrical activity is considered as an effective means of developing the ability to identify, understand, express emotions and manage them. Results of the authors’ own empirical study of the state of emotions in children with disabilities (in particular, with visual impairments) are presented. Based on the results of theoretical and empirical research, the content of correctional work on the development of emotions in children with disabilities by means of theatrical activities is determined, 6 stages of its implementation are identified, correctional tasks and conditions for the implementation of each of them are identified.