Implementation in Poland of inclusive aspects of the program for development of intercultural competences “adventures of the other”
Keywords:
development program, intercultural competences, «Adventures of the Other», Poland, inclusion, primary school childrenAbstract
The article, based on the analysis of scientific and educational and methodological sources, describes the inclusive aspects of the successful implementation of the program for the development of intercultural competencies of primary school children «Adventures of the Other» in Poland. The third stage of the Program is based on the multidirectional use of art therapy elements and provides for an inclusive component. The Program contributes to the formation of an open attitude of primary school children towards themselves, others and the world; prepares them for contacts with representatives of other cultures and those who may be perceived as different from the majority. An intercultural, a psychological-pedagogical fairy tale was chosen as the main didactic means for the implementation of the Program. Each such fairy tale must necessarily be characterized by the problematic nature of the plot, information without morality, realism of events, the formation of acceptance of otherness, constructive and productive empathy. These characteristics of the fairy tale involve the formation in the minds of primary school children of a significant difference between the concepts of «indifference» and «constructive and productive assistance», which is necessary in an inclusive environment. Each fairy tale is accompanied by a psychotherapeutic session within the framework of the Program. The third issue of the Program offers an intercultural, a psychological-pedagogical fairy tale with an inclusive theme, «The Other‟s New Friend». Its content provides for the sequential execution of exercises («Broken Telephone», «Behind the Glass», «Silence», «Pantomime», «You are My Ears», «Rules of Tolerant Communication with People with Hearing Impairments»). Further research is required to develop models and training programs for future teachers, social educators and psychologists who will implement inclusive aspects of the program of socio-psychological support and rehabilitation, the formation of intercultural communication, in particular in the inclusive environment of preschool and primary school children in Poland and Ukraine.References
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