Development of speech skills in primary school children with cognitive impairments through theatrical forms

this scientific article is devoted to a comprehensive study of the effectiveness of the use of theatrical forms in the correction of speech skills in primary school children with cognitive impairments. The work considers a multi-aspect approach, including not only a deep analysis of specific speech difficulties characteristic of this category of children, but also a scientific justification for the choice of theatrical activities as a powerful tool for correctional influence. Particular attention is paid to a detailed consideration of the methodological aspects of organizing correctional and developmental classes. The article analyzes in detail various forms of theatrical activities, such as dramatization of fairy tales, role-playing games, the use of puppet theater, dramatization and other interactive methods that contribute to the development of speech. The study demonstrates the positive impact of theatricalization on various aspects of speech development: a significant expansion of active and passive vocabulary, improvement of the grammatical structure of speech, development of intonation expressiveness and, most importantly, the formation of communication skills necessary for successful social adaptation. This article is addressed to a wide range of specialists: defectologists, speech therapists, primary education teachers, as well as all researchers and practitioners interested in issues of correctional pedagogy and the development of children with special educational needs.

primary school children, development, speech, intelligence, intellectual disabilities, theatrical activities