Поліхудожній підхід у художньо-естетичному розвитку дітей дошкільного віку

Abstract

У статті розкривається методика художньо-естетичного розвитку старших дошкільників засобами поліхудожнього підходу. Висвітлено сутність, педагогічні принципи поліхудожнього підходу, який став провідним засобом цього дослідження. Розкрито етапи, умови, зміст художньо-естетичного розвитку як формування в дитини картини світу в художньо-творчій діяльності. Modern preschool pedagogy defines preschool childhood as a unique social and cultural phenomenon that is based on the values of society, culture and art. In modern society, the parameters of culture and education change reflect on the tasks of personality’s artistic and aesthetic development in the period of pre-school childhood. The analysis of the scientific heritage shows that the artistic and aesthetic development of preschool children is seen as a continuous, socially controlled natural process of child’s acquaintance with the society in the process culture of assimilation. At the preschool age, the child learns the world through the perception of reality and art, the formation of a figurative picture of the world, which allows him / her to become an aesthetically developed creative personality. The conducted research on the artistic and aesthetic development of senior pre-schoolers has shown that the conditions of this pedagogical process are: - the study of the child's own abilities in the process of the experiment in various forms of artistic creation; - obtaining the knowledge about the world around in the process of acquaintance with works of fine art that contribute to the process of cognition; - enriching the social experience of preschool children through knowledge, skills, experience of practical activity and creativity; - the formation of personal qualities of a pre-schooler which manifest themselves in the main achievements of this age. At the stage of the formative experiment it was presupposed to develop the competence of the child enabling the understanding of the spiritual and emotional experience of mankind laid down in culture and art; to form skills that allow a child to orient and develop himself / herself in culture and in the process of creativity and co-creation; to master the artistic image of the world. The tasks of the formative work were as follows: activation of child’s creative instincts through artistic creation; upbringing of children's emotional and value attitude towards the world around them and world culture in general; development of aesthetic perception of art and an ability to form an artistic image in various forms of artistic and creative activities; acquaintance with the history of culture; formation of ideas about surrounding world through the study of fairy tales, traditions, history, works of decorative and applied art of the peoples of the world; the formation of moral ideas about beauty and good through acquaintance with works of art; an active development of children’s visual skills in the field of composition, graphics, colour perception.