ART THERAPY AS A TOOL IN WORKING WITH ANXIETY IN PRESCHOOL CHILDREN

Abstract

The article analyzes and studies the effectiveness of using art therapy techniques in working with anxiety in preschool children. It is determined that preschool age is a particularly important stage in a child’s mental development. It is during this period that children are most sensitive to changes in the environment, and therefore vulnerable to emotional stress, anxiety, and fears. The reasons for the steady trend towards an increase in the level of anxiety in preschool children are indicated, among which social, family, and educational factors have a special influence: unstable social conditions, high demands on children from adults, excessive employment of parents, restrictions on live communication and play activity. The importance of early detection and correction of emotional disorders is emphasized. It is determined that corrective work should be soft, unobtrusive, without coercion – and creativity creates ideal conditions for this. Effective methods are those that do not require verbalization of experience. Art therapy is such a method. In working with preschoolers, this method allows for gentle and safe work through internal conflicts, reduce anxiety, and improve communication and social skills. The paper presents the results of our study, which confirm the effectiveness of a targeted art therapy psychological program in working with anxiety in preschool children. The results showed: a decrease in the level of anxiety in the majority of participants in the experimental group; improvement of emotional expressiveness and self-regulation; increased adaptability to the social environment and the educational process in preschool children. The data obtained indicate the feasibility of introducing art therapy as a component of psychological support in preschool educational institutions. Thanks to the use of simple, accessible techniques for the child, specialists can not only reduce the level of anxiety, but also contribute to the development of emotional competence and internal resources.