DRAMATIC CREATIVITY AS A MEANS OF TEACHING FUTURE PRIMARY TEACHERS TO CREATE A DIDACTIC GAME REALITY

The article actualizes the problem of future primary school teachers' skills formation to use plays in educational activities. The purpose of the study is to substantiate the principles of teaching future primary school teachers to create a didactic play reality. Methods of scientific research involve the use of content analysis of monographic, periodical, and pedagogical literature to clarify the fundamental notions, concepts of research. Didactic play reality is interpreted as a learning space of subject-subject game interaction, which contains fantastic elements created by means of dramatic creativity and through the use of digital technologies. Didactic play reality is characterized by phenomena inherent in both fantasy and real world: the presence of a unique atmosphere in which dreams, fantasies come true, talents and abilities are realized; travel to countries of knowledge about the worlds and realities in which people live and interact; spiritualization of categories, phenomena, characters, transformation into fantastic images, communication with them; moving along the time axis and the imaginary stay in the remote past or future ages, communicating with residents of various historical periods; moving in space and staying in geographically remote locations; transfer to virtual worlds created using art and technology; adventures arising from interaction with fantastic characters; the action of magical forces, which is always aimed at helping, ensuring the mental security of the individual; safe experimentation with categories, phenomena, own actions; free choice of any solutions that do not lead to fatal, as it happens in real life, the consequences, the correction of events that occurred, the repetition of events to change their consequences, the process of finding relationships between fantastic events and life situations; transforming the experience gained in reality; expanding the boundaries of fantasy world by inventing scenarios for further developments.Didactic play reality can acquire the features of the language, mathematical, natural, artistic, depending on the educational content, which is the basis of the play plot. The article states that the creation of didactic play reality promotes the development of cognitive, creative, communicative, and collaborative skills of students and activation of all types of intellects according to G. Gardner's theory of multiple intelligences, namely verbal-linguistic, mathematical-logical, visual-spatial, kinesthetic, musical, natural, interactive, intraactive, and existential.The essence of the concept of dramatic play as a synonymous category of dramatic creativity is clarified. The use of dramatic play as a means of creating a didactic play reality is substantiated. The types of dramatic play are characterized: pantomime-descriptive reproduction of the text, verbal-pantomime reproduction of the text, staging of literary works, and plots invented by students, improvisational dramatization.The principles that should be the basis for teaching future primary school teachers to create a didactic play reality by means of dramatic play are identified. These include the following provisions: play dramatization of educational content, which is achieved by creating a plot of the playing action and a combination of pantomime and verbal expression during its implementation, involving each child in dramatic play, activation of multiple intellects by means of dramatic play, dominant of creative activity in the educational space of game reality.