Isotherapy as a Means of Development of Cognitive Activity of Junior Schoolchildren in Inclusive Educational Environment

Abstract

The article raises the issue of using isotherapy as an effective method of developing cognitive activity of primary school children in an inclusive educational environment. The authors note that the use of isotherapy helps children with different nosologies to master the world, forms their practical skills in drawing, modeling, decorative and applied arts, provides development of communicative bases, information and cognitive needs, creates favorable conditions for correction of cognitive, emotional and emotional disorders and in addition forms preconditions for development of creative activity of applicants of primary education. This is one of the most common types of art therapy. Teachers use isotherapy not only in art lessons. It is also effective in lessons of language and literature education, integrated course “I explore the world”, in extracurricular activities. In the work with children in the conditions of inclusion, both individual lessons and group work are conducted. Individual classes help to relieve emotional stress, overcome fear or negative emotions, and group work allows you to meet the child's need to communicate with peers, learn to express and defend their own position, respect the views of others. The article focuses on the dominant principles, methods of working with children with SEN and finger painting techniques.