Актуальность исследования обусловлена тем, что тревожность может оказывать негативное влияние на когнитивное и эмоциональное развитие детей, а также на учебную мотивацию и общую успешность в образовательном процессе. Одним из наиболее эффективных методов психокоррекции тревожности является арт-терапия. Анализ научной литературы по теме исследования показал, что арт-терапевтические методы являются эффективными для снижения уровня тревожности у детей младшего школьного возраста, так как они позволяют ребенку выразить свои переживания через творческую деятельность и символику. Арт-терапия также способствует эмоциональной стабилизации и помогает детям преодолеть свои страхи, что делает ее значимой и доступной для младших школьников. В данной статье мы описываем результаты проведенной опытно-экспериментальной работы по снижению уровня тревожности у детей младшего школьного возраста с помощью арт-терапии. Работа проходила на базе МОУ СОШ № 13, г. Нерюнгри с учениками 4 «А» класса. Подтверждение точности полученных данных осуществлялось путем применения статистического метода обработки Т-критерий Вилкоксона. На основе обобщенного психолого-педагогического опыта, анализа результатов исследования на при первичном диагностировании были подобраны и апробированы на формирующем этапе исследования методы арт-терапии, направленные на снижение уровня тревожности у детей младшего школьного возраста.
The relevance of the study is due to the fact that anxiety can have a negative impact on the cognitive and emotional development of children, as well as on academic motivation and overall success in the educational process. One of the most effective methods of psychocorrection of anxiety is art therapy. An analysis of the scientific literature on the research topic has shown that art therapy methods are effective in reducing anxiety in primary school children, as they allow the child to express his feelings through creative activity and symbolism. Art therapy also promotes emotional stabilization and helps children overcome their fears, making it meaningful and accessible to younger students. In this article, we describe the results of experimental work conducted to reduce anxiety levels in primary school children using art therapy. The work took place on the basis of the MOE secondary school № 13, Neryungri with students of the 4th «A» class. Confirmation of the accuracy of the data obtained was carried out by applying the statistical method of processing the Wilcoxon T-test. Based on generalized psychological and pedagogical experience, analysis of the results of the NA study during the initial diagnosis, art therapy methods aimed at reducing anxiety in primary school children were selected and tested at the formative stage of the study.
The relevance of the study is due to the fact that anxiety can have a negative impact on the cognitive and emotional development of children, as well as on academic motivation and overall success in the educational process. One of the most effective methods of psychocorrection of anxiety is art therapy. An analysis of the scientific literature on the research topic has shown that art therapy methods are effective in reducing anxiety in primary school children, as they allow the child to express his feelings through creative activity and symbolism. Art therapy also promotes emotional stabilization and helps children overcome their fears, making it meaningful and accessible to younger students. In this article, we describe the results of experimental work conducted to reduce anxiety levels in primary school children using art therapy. The work took place on the basis of the MOE secondary school № 13, Neryungri with students of the 4th «A» class. Confirmation of the accuracy of the data obtained was carried out by applying the statistical method of processing the Wilcoxon T-test. Based on generalized psychological and pedagogical experience, analysis of the results of the NA study during the initial diagnosis, art therapy methods aimed at reducing anxiety in primary school children were selected and tested at the formative stage of the study.