Теоретичні і методичні засади підготовки майбутніх учителів початкової школи до використання арт-терапевтичних технологій

Abstract

У дисертації досліджено теоретичні та методичні засади підготовки майбутніх учителів початкової школи до використання арт-терапевтичних технологій, сформульовано визначення понять «арт-терапія», «арт-терапевтичні технології», досліджено ґенезу становлення і розвитку арт-терапії, визначено можливості арт-терапії як засобу адаптації молодших школярів до навчання у початковій школі. Представлено результати моніторингового дослідження використання арт-терапевтичних технологій учителями початкової школи, практичними психологами і соціальними педагогами; визначено компоненти, критерії, показники та рівні сформованості готовності майбутніх учителів початкової школи до використання арт-терапевтичних технологій. Охарактеризовано методологічні підходи у підготовці вчителів початкової школи до використання арт-терапевтичних технологій; обґрунтовано, розроблено та експериментально перевірено систему підготовки майбутніх учителів початкової школи до використання арт-терапевтичних технологій, визначено її мету, принципи, представлено процес реалізації.

В диссертации исследованы теоретические и методические основы подготовки будущих учителей начальной школы к использованию арт-терапевтических технологий, сформулированы определения понятий «арт-терапия», «арт-терапевтические технологии», исследован генезис становления и развития арт-терапии, определены возможности арт-терапии как средства адаптации младших школьников к обучению в начальной школе. Представлены результаты мониторингового исследования использования арт-терапевтических технологий учителями начальной школы, практическими психологами и социальными педагогами; определены компоненты, критерии, показатели и уровни сформированности готовности будущих учителей начальной школы к использованию арт-терапевтических технологий. Охарактеризованы методологические подходы в подготовке учителей начальной школы к использованию арт-терапевтических технологий; обоснована, разработана и экспериментально проверена система подготовки будущих учителей начальной школы к использованию арт-терапевтических технологий, определены ее цели, принципы, представлен процесс реализации.

Theoretical and methodological bases of the future primary school teachers’ training for applying art-therapeutical technologies are studied in the thesis. The definitions of such concepts as “art-therapy”, “art-therapeutical technologies” are stated. The core of the art-therapy’s phenomenon is discovered. It is an innovative educational technology of “treatment” by means of the Fine Arts such as drawing, painting, sculpturing for harmonious development of personality. Music, fairytale, dance, game, drama are the auxiliary aids that are used in art-therapy. “Treatment” is understood as the change of behavior’s stereotypes, adaptive abilities increase, an intensification of inner resources of personality. Primary focus is on the pedagogical branch of art-therapy that is oriented on a potentially health personality. It is also connected with the strengthening of the child’s mental health. This branch accomplishes preventive and correctional functions. “Art-therapeutical technology” belongs to educational technologies. Its content includes the complex of actions of art-therapeutical diagnostics, designing, realization and analysis of art-therapeutical process. Its main object directs to providing comfortable conditions for pupils’ development. Art-therapeutical technologies include play, sand, fairytale, music, drama, dance movement, and phototherapy. The implemented monitoring investigation of primary school teachers’, school psychologists’ and social care teachers’ applying art-therapeutical technologies let us state that teachers perceive the importance of art-therapy. Social care teachers and psychologists admitted the primary school teacher’s leading role concerning diagnostics and correction of problems related to younger pupils’ adaptation to studying in the primary school. They also emphasized on the importance of primary school teacher’s applying art-therapeutical technologies working with younger pupils. The model system of future primary school teachers’ training for applying art-therapeutical technologies is grounded. It includes the complex of knowledge, skills, abilities, the range of characters, professionally significant and personal traits and qualities that are necessary for a teacher for efficient accomplishment of professional activity. The preparedness of the future primary school teachers for applying art-therapeutical technologies is defined as an integrative formation of the personality that consists of motivational axiological, conceptual, procedural, and creative components. It is characterized with the presence of motivation to the accomplishment of art-therapeutical activity and art-therapeutical knowledge, skills and abilities, personal and professionally significant qualities, creative potential for optimization of the educational process in the primary school. Each of the following components is defined in terms of some criteria (motivational, cognitive, operating, creative) and indices. On the basics of the definite components, criteria and indices, five levels of the future primary school teachers’ preparedness for applying art-therapeutical technologies are detached. They are initial, low, reproductive, satisfactory, and creative. A complex of methodological approaches in the future primary school teachers’ training for applying art-therapeutical technologies, such as systematic, person-centered, competency-based, and job, is grounded. Pedagogical conditions of the future primary school teachers’ training for applying art-therapeutical technologies are defined: the formation of inner positive motivation for applying art-therapeutical technologies; optimization of educational process by means of improvement and systematization of art-therapeutical knowledge; realization of person-centered interaction in such systems as “professor-student”, “student-student group”; the formation of creative educational environment in education process of higher educational institution. The model of training system of the future primary school teachers for applying art-therapeutical technologies, which includes interrelated sets such as theoretical, conceptual, procedural and assessed, is developed. The theoretical set consists of the object, methodological approaches and principles of training. The conceptual set is presented with training levels and educational subjects. The procedural set provides a practical mechanism of selection of forms, methods, approaches and means of studying. The base of the assessed set includes components, criteria and levels of preparedness of the future primary school teacher for applying art-therapeutical technologies. The main forms of educational process’s management in the system of the future primary school teachers’ training for applying art-therapeutical technologies are determined. Those forms are traditional and integrative (art-theraputical and trainings using music, game, fairytale therapeutical approaches and psychodrama). The practical component of the future primary school teachers’ training for applying art-therapeutical technologies provides the management of proper adaptation’s process of first year students to higher educational institution by means of specially developed training program, optimization of practical training by means of introducing art-therapeutical tasks, attraction of students for engagement in a problem group. For the efficiency of the process of the future primary school teachers’ training it’s necessary to apply art-therapeutical technologies, among which the most common are psychodrama, dramatic pedagogical technologies, music therapy.