Simultaneous application of two art therapeutic methods in correction of stuttering preschoolers

This article presents a study of the prospective effectiveness of the simultaneous use of two art therapy methods in the correction of stuttering. The relevance of the hypothesis at the socio-pedagogical level is related to the need to develop new management methods in preschoolers with stuttering to prepare them for schooling. At the scientific and theoretical level, the relevance of the hypothesis is determinedby the insufficient study of the development of arbitrary regulations for the speech activity of preschoolers using art therapy techniques. Art therapy techniques with an integrated approach to correction can have a positive effect on the task of relieving psychological stress in preschoolers. The effect of complex verbal psychiatry on stuttering can be achieved by introducing art therapy techniques. The methodology is based on the following dialectical principles and laws. The law of development, the law of transition to the quality of quantitative measurement, that is, the provision of social inferiority as the ultimate goal of the educational point (Vygotsky L. S., 1982) and principle of changing the stereotypes of communicative behavior (Bodalev A. A.). In terms of the principle of fitness, stuttering is considered a false attempt to accommodate a person by measuring speech. Therefore, the adaptation of the system should eliminate the need for speech distortion. The Law of Acceleration moves to a qualitative quantitative change, it involves changing the personal and communicative characteristics of children and parents through the acquisition of practical knowledge through art therapy, thereby gaining emotional experience in the field of stuttering