Proceedings of the International scientific and practical conference ― Cambridge Science and Education Conference‖ (February 23-25, 2026) / Publisher website: www.naukainfo.com. – Cambridge, United Kingdom, 2026. - 289 p.

286 pedagogy), it is important to strive to «go beyond the boundaries of their profession», to transform experience, to enrich the profession with their personal creative contribution, which is expressed in the form of new combinations of methods of learning, performance (interpretation) and education [2, pp. 62–64; 3, pp. 37–38; 8, pp. 25–27]. The dominant in this context is the worldview of the future specialist, filled with project-acmeological intentions and organized around the specific human ability to perceive the future as reality and therefore create new and new innovative models, methodological techniques, and systems of training and education. This approach means that for successful constructive activity, a future specialist in the field of theatrical art needs both professional knowledge (good knowledge of repertoire development trends, methods of working with theatrical repertoire, experience of outstanding actors, directors, teachers) and professional skills (to select repertoire taking into account the age and individual characteristics of performers, to analyze, interpret works of art, to draw up a prospective plan for rehearsal work), as well as appropriate moral and aesthetic qualities and, above all, a steady interest in artistic and creative and artistic and pedagogical activities and a constant desire for professional skill and self-improvement. It should be emphasized that theatrical pedagogy is a special artistic direction that uses methods of theatrical art (play, stage action, exercises) for education, training and comprehensive development of the personality, involving elements of creativity in the educational process. Theater pedagogy develops attention, memory, speech, independence and emotional intelligence, creating conditions for self-expression, which is especially effective for younger schoolchildren and the formation of communicative competencies. The main components and goals of theater pedagogy include the following components: 1) Development of creative abilities: formation of imagination, emotional sensitivity and creativity. 2) Socialization and communication: development of interaction skills, dialogic speech, ability to work in a team. 3) Psychophysical development: work on attention, memory, physical activity, removal of psychological clamps. 4) Elements of the game: use of theatrical games, puppets, which makes learning more interesting and effective.