Formation of Social and Communication Skills at Children with Mental Disabilities by Means of Theatrical Activities

Abstract

The paper is intended for the formation of social and communication skills of children with mental disabilities by means of theatrical activity. The authors analyze the physiological and psychological characteristics of such children, and summarize the experience of using theatrical games in the upbringing and development of children. Theatrical games develop children’s thinking and creative abilities, help children enter into conversation, explain theatrical content, demonstrating the role of the game through imitation, intonation and physical gestures. Children with mental disabilities should be able to overcome difficulties in learning the curriculum and the teacher provides psychological assistance using emotional exercises, exercises to develop social and communication skills. For example, actions with sculptural objects, plot compositions: «Collecting Flowers», «Playing with Water», «Playing with Honey» activate the development of imagination. Figuratively, rhythmic and dance exercises form the skills of physical movement, and rhythmic exercises with musical instruments teach children rhythmic patterns. Taking into account the physical and emotional state of pupils, the movement is combined with a little relaxation, which can be used both in the classroom as well as after classes. The positive emotional background of rhythmic lessons with children creates a favorable «positive situation» for the formation of personal qualities, self-esteem, activity, dedication and creative activity.
Key words: children with limited mental abilities, social and communication skills, theatrical play, creative abilities, facial expressions, intonation, physical movements.