CREATING AN INCLUSIVE ARTISTIC AND EDUCATIONAL ENVIRONMENT IN EARLY CHILDHOOD EDUCATION INSTITUTIONS: A DIDACTIC APPROACH

Abstract

Purpose: To theoretically substantiate a didactic approach to creating an inclusive artistic-educational environment in preschool institutions that ensures equal opportunities for the comprehensive development of creative abilities, selfexpression, and emotional adaptation of children with special educational needs, taking into account their psychophysical characteristics. Methodology: The study employs a comprehensive analysis of scientific literature, particularly theoretical and methodological approaches including systemic, competency-based, personality-oriented, and activity-based frameworks. A review of current pedagogical practices for organizing inclusive educational environments in preschools was conducted, along with an examination of psychological and pedagogical principles for adapting artistic and aesthetic development for children with various types of disabilities. Special attention was given to research in neuropsychology confirming the impact of artistic activities on the development of children with special needs. Scientific Novelty: For the first time, a didactic approach to creating an inclusive artistic-educational environment in preschool institutions is comprehensively substantiated, considering the individual educational needs of children with developmental disorders. Key characteristics of such an environment are identified, which ensure equal participation of all children in artistic activities, including adaptation of materials and methods, as well as integration of interdisciplinary collaboration among educators, specialists, and parents. Recommendations are proposed for organizing a safe, comfortable, and stimulating space that promotes the development of creative abilities, socialization, and emotional stability. Conclusions: The creation of an inclusive artistic-educational environment in preschool institutions is a crucial condition for ensuring equal opportunities for the development of children with various psychophysical characteristics. Such an environment supports not only creative potential and individual self-expression but also fosters the formation of tolerant attitudes, cooperation, and mutual assistance among children. Successful implementation of inclusion requires a comprehensive approach, adaptation of material and technical resources, active collaboration between educators, parents, and specialists, as well as continuous professional development of educators. Further research should focus on the development and testing of specific didactic models, as well as studying the effectiveness of interdisciplinary cooperation in inclusive preschool settings.