THE USE OF STORYTELLING IN INCLUSIVE EDUCATION AS A LEADING ASPECT OF THE DEVELOPMENT OF PRESCHOOL CHILDREN

Abstract

The article is devoted to the study of the effectiveness of using storytelling in inclusive education as one of the leading aspects of the development of preschool children. The theoretical aspects of the use of storytelling in pedagogical practice are considered, in particular in the context of the development of speech skills, thinking, social interaction and empathy in children with various educational needs. The topic of the study is raised, which is due to the growing interest in innovative teaching methods that contribute to the creation of an effective inclusive educational environment. Storytelling, as a method based on the use of stories, fairy tales, parables and narratives, has significant potential for the development of cognitive, social and emotional skills of children, especially those that require special attention.The article analyzes different types of storytelling, in particular classical, active and digital, with an emphasis on the possibilities of their application in preschool education.Particular attention is paid to the use of digital storytelling, namely visual elements such as pictures, video presentations, scribing and infographics, as an effective means of developing imagination, speech and memory in preschool children. The study is based on the analysis of scientific works devoted to storytelling, as well as on the practical experience of using this method in preschool educational institutions.The results of the study confirm the effectiveness of using storytelling in inclusive education. This method contributes to the creation of an accessible and attractive learning environment, allowing each child to carry out their own cognitive development at their own level. By stimulating imagination, creativity and emotional interaction, storytelling contributes to the formation of speech, communication and social skills in all children, regardless of their individual characteristics or special needs.The article also develops methodological recommendations for teachers on integrating storytelling into the educational process, taking into account the individual characteristics of each child. These recommendations are aimed at creating an inclusive environment that will promote the harmonious development of preschoolers.