THE INFLUENCE OF PLAY THERAPY ON THE SPEECH DEVELOPMENT OF A CHILD WITH SPECIAL EDUCATIONAL NEEDS IN HISTORICAL DISCOURSE

Abstract

The article presents the historical discourse of studies of the impact of play therapy on the speech development of a child with special educational needs, which was reflected in the works of foreign scientists.

The authors note that the main psychological mechanisms of the game's corrective influence are: reproduction of the system of visual-action relations between people in the game environment, imitation of them; change of the child's position towards overcoming cognitive and personal egocentrism and consistent decentralization, which leads to the awareness of one's own self, social competence and ability to solve problem situations; formation of real relationships along with game ones, as equal partners, relations of cooperation and collaboration between children and adults.

Among the principles of play therapy are: the principle of unconditional acceptance of the child, his or her interests, needs, capabilities and states; non-directive management of the psychocorrectional process: the teacher's refusal to try to speed up or slow down the game process; minimizing the number of restrictions and limits introduced into the game (only those restrictions that connect the game with real life are introduced); focusing the psychocorrectional process on the child's feelings and experiences: to achieve open expression of the child's feelings, verbalized by language means; to reflect the child's behavior, feelings, and experiences, where he or she can see himself or herself from the outside.

The goals of psychocorrection by means of play therapy are specified in the form of the following tasks: expanding the forms of self-expression of the child; increasing the effectiveness of communication in the system of child-adult relations; increasing the level of social competence of the child in interaction with peers; developing the ability to emotional self-regulation and achieving emotional stability through the child's awareness (with the help of an adult) of his or her emotions, feelings and experiences; optimizing the development of the "self-concept"; increasing the degree of self-acceptance and the formation of the sense of "I".