Educational innovation: synergy of Art Therapy and play-based learning in Preschool and Primary School Age

Abstract

The article addresses the issue of integrating art therapy and play-based learning into the educational process of preschool and primary school children. The purpose of this study is to substantiate the concept of synergy between art therapy and play-basedlearning as a contemporary approach to fostering child development and enhancing educational effectiveness, particularly in the midst of social and crisis-related challenges. The study (a) analyzes scientific and pedagogical literature to clarify the essence of the outlined concept; (b) identifies the most effective forms and methods of art therapy and play practices in preschool and primary education, with a focus on the specific features of rural education settings; (c) presents selected pedagogical cases of applying art therapy-based play technologies in practice, derived from focus group data (teachers, educators, parents of children with disabilities, art therapists, psychologists); (d) proposes an indicative model for integrating art therapy and play-based learning into preschool and primary education, which can be adapted to the conditions of specific crises. The scientific novelty of the study lies in its consideration of the synergy between art therapy and play-based learning in working with children, taking into account the realities of war and the specifics of an inclusive educational environment, particularly in rural areas. The study's results are of practical value for developing innovative educational strategies that promote the harmonious development of children, rehabilitation, and the strengthening of psycho-emotional well-being during the learning process.