THE ROLE OF PROJECT ACTIVITY IN THE WORK OF A TEACHERDEFECTOLOGY IN THE SYSTEM OF EARLY INTERVENTION FOR THE DEVELOPMENT AND EDUCATION OF EARLY CHILDREN

Abstract

The purpose of the study. The article explores the strategies and approaches used in the systematic activities of a special education teacher for the early development and upbringing of children with developmental disabilities. Special attention is paid to the project methodology as a key solution in correctional work with systemic intellectual disabilities. Methodology. A number of scientific methods were applied in the work on the article, in particular, the structural-logical method, comparison and generalization, and the method of expert evaluation. Scientific novelty. The study analyzed the potential of project activities in the work of a special education teacher in the early intervention system, highlighted the strengths of the proposed approach. The practical prospects for improving early intervention programs, individualized support plans, and an integrated approach to the development and upbringing of early childhood children are presented. The main prerequisites for ensuring the effectiveness of the correctional and developmental activities of a special education teacher based on project activities are highlighted: active activity of the child, activation of his internal potential; positioning as an equal participant in the support process; personalization of support taking into account unique needs and level of development to adapt tasks and exercises to the individual characteristics of the child; systematicity and consistency; assimilation of the efforts of all participants in the educational process. Conclusions. A number of interpretations of the role of project activities in the correctional work of a special education teacher with early childhood children have been studied. It has been proven that under the condition of an effective correctional and developmental process based on the project methodology, it is possible to achieve an increase in the level of formation of children’s communicative skills, social behavior skills, which is an indicator and result of general mental and intellectual development. The article emphasizes the need to implement inclusive educational programs and create a favorable psychological environment, which will improve the modern Ukrainian practice of early care for children with developmental disabilities.