Abstract:

The paper is devoted to theatrical pedagogy as a means of implementation of inclusive education. The purpose of this article is to explore the process of a holistic-creative thinking formation in the educational process of children and adolescents. A distinctive feature of theatrical pedagogy is its organization on the principles of improvisational games and genuine productive activities. Theatrical pedagogy as the means of creating a developmental educational environment is analyzed. Artistic and creative environment is an area of questioning and problematization. Methods for implementing the principles of dialogism and inclusion in the educational process are considered in this paper. Dialogue as a condition for creating the image of a child of the world and view them yourself in the world is investigated. This condition can be realized in the artistic and creative learning environment.

Analysis of current trends in the field of education leads to the conclusion that the theatrical forms and methods of teaching are introduced in the education process. One of the most important topics in this research is an implementing of the theatrical pedagogy in Russian educational process. The Russian education system implemented various forms of theatrical pedagogy. It is conclude that theatrical pedagogy methods are applies in the primary school teachers in educational and extracurricular activities, as well as different classes of general educational cycle in primary, middle and senior management, which promotes to the effective learning of the content of school subjects and the development of personal qualities of children and adolescents. Theatrical pedagogy has a number of principles that allow open and realized the potential of the child, the teenager and the teacher. Such principles, as the principle of productive activities, the principle of a productive partnership dialogue, the principle of change of positions and a number of other principles facilitate to the formation of a holistic, creative thinking and tolerance of children and adults together.

Theatrical pedagogy allows to create a space in which children learn to hear and listen to each other, learn to respect other people's opinions. Participation in theater productions contributes to the fact that the child acquires the necessary competences for successful adaptation to a competitive environment, such as attention, observation, intelligence capabilities, the ability to work in groups, and other competencies. Process to overcome difficulties related to the socialization of children and adolescents has been studied. The paper treats and summarizes the knowledge of theoretical comprehension and innovative experience of theatrical pedagogy, that leads to the conclusion that the theoretical pedagogy is a prerequisite the successful overcoming of psychological barriers of children's misunderstanding and marginal behavior. Theatrical pedagogy promotes successful socialization of children and adolescents, because it forms and develops the aesthetic, moral, artistic, civic, ethnic and cultural ideals. History and current state of theatrical pedagogy demonstrates that it is inclusive and its diverse forms and methods of work with children and adolescents result in the solution of educational and developmental problems.

Keywords:

Theatrical pedagogy, holistic-creative thinking, inclusive education, dialogue.