Labor education of preschool children. Cheat sheet: aesthetic education of preschoolers at the present stage. Education of the foundation of aesthetic culture in preschool childhood

Children at the earlier age notice the beauty surrounding them. They hear music and get pleasure from her, they like poems and songs, beautiful pictures, phenomena of nature. Faced with beauty, the kids themselves seek to create something their own - cut out a plasticine figure, come up with a song, dance. The meeting with beautiful always encourages creativity and development, configures on the positive perception of the world. That's why the aesthetic education is so important - the systematic impact on the baby in order to educate the ability to see excellent and create it. In the article we will reveal the secrets how to teach the preschooler to love the beautiful.

General Principles of Aesthetic Education

"Do you know what is meant under the aesthetic education of children? Not only the ability to see the beautiful and acquire spiritual values, but also to master the rules of good behavior, to learn to treat people benevolently. "

Aesthetically educate the crumb to start from birth: it stimulates, will lead a good aesthetic taste, develops a need to communicate with art.

The basis of aesthetic education is the following principles:

The principle of interaction. Artistic and aesthetic education is present daily in the life of a child (in communicating with people and nature, acquaintance with samples of art, independent work, everyday life and work). It is important to teach a child to strive in any action to aesthetic perfection.
A complex approach. Good results in the upbringing can be achieved by combining various types of art and offering the child the types of creative activities based on interdisciplinary connections.
Communication of aesthetic-artistic activities with life. Such an approach forms an adequate attic attitude of the preschooler to reality and teaches to see beauty in all manifestations.
The unity of the aesthetic and general development of children. Properly organizing aesthetic education, the child will harmoniously develop all cognitive processes, speech, emotional sphere.
Independent creative activity of a child. Aesthetic education will be carried out by the most efficient way, if the child starts to do something creative: to dance, sing in the choir, draw, sculpt, compose, etc.
Aesthetics of the whole life of the child. The preschooler must live in beauty. All the activities of its and the nearest environment should be filled with aesthetics and beauty. It has a special educational meaning. The kid must realize how the accuracy, pupil, politeness, beauty of premises, clothes, etc. All this forms the correct aesthetic development of the child.
Accounting for the age of children. Aesthetic education means must be selected in accordance with the age of preschooler. From how successfully the right aesthetic perception of reality at the earliest age, it depends on its formation as a person in an older age.

Building aesthetic education on these principles, you will ensure the right approach to raising in general.

Methodological base

There are many methods and methods of aesthetic education of preschoolers. Note that all methods are interconnected between themselves, and in order to achieve the best result, they can be combined and vary.

Methods vary:

according to the method of transmitting information
in the form of organization of activity.

By way of transferring information:

visual methods (direct acquaintance with art samples)
wondering (story and explanation).

"Tip. By organizing the aesthetic education of the preschooler with the help of visual methods (listening to music, viewing paintings, etc.), you need to try to get acquainted with the works of art to be emotionally expressive, otherwise the first meetings with art may not make any impression on the kid. "

Forms of organization activities are:

when the tutor (or parent) shows a way of action and offers a child to repeat (learn a poem, perform a song).
when the child is offered to find a way to fulfill the task (to cut something, draw, stick).

Note that the aesthetic education of preschoolers has the difference from the aesthetic education of schoolchildren. Little children join the beauty and art with the help of visual perception, awareness of the importance of order and purity. And schoolchildren can already express their creative abilities (under the guidance of adults). Kids learn to evaluate, and older guys can already create a product of creative activity, to creatively approach the design of space, etc. The older the child becomes becoming more and the methods are complicated. And alternating them and using them in the complex, it is possible to ensure that the child will learn to see beauty, will begin creatively relates to life and understand the beautiful.

We bring up art

To successfully organize aesthetic education of the preschooler, you need to provide the necessary conditions:

create a developing environment
organize interaction with nature and art
organize creative activities.

The main difference between the aesthetic upbringing of kids is that they perceive reality with feelings. Preschoolers pay attention to form, color, sound, and beauty is perceived in unity of shape and content. When baby likes something - he is experiencing bright feelings, excitement, delight, disinterested joy. At the same time, the educator or parent need to be able to direct the heart response from the usual perception to understanding the beautiful, formation of his opinion. So you can start forming a good aesthetic taste. With competent education, the preschooler will learn not only to understand the beautiful, but also see beauty in everyday -, everyday life, work, clothes.

It is important to acquaint kids with the best samples of children's literature, music, folk creativity and painting. So children will learn to learn and love artworks understandable to them.

For example, almost all kinds of creativity: they can draw, cut, sculpt, glue, dance and sing, make up stories and even rhyme. If the child shows interest in music, movements, images, speeches and he wants to do something like himself, - he is ready for independently creative activity. Having supported the baby, helping him to create, you can form the ability to give birth to the ideas to embody them.

In kindergarten there are all the possibilities in order to instill with children love for art:

classes for the development of visual skills and speech
musical classes
theatrical games
thematic classes
invitation of the artists of the theater, circus and philharmonic
holidays.

How to attach children to art?

To be able to understand art - no innocent quality, but educated.

"Tip. Teach the baby understanding classical music, dance, theater need gradually, carefully. Otherwise, you can cause disgust for incomprehensible acts of artists. "

So that the preschooler easily perceived the classics - you need it to hear it from early childhood. You need to pick up the classics for kids and include it infrequently. When the baby is 3-4 years old, you can already try to discuss the heard, musical instruments.

Acquaintance with painting is better to start with viewing reproductions in artistic albums. The paintings should be selected taking into account the age of the baby: images of the stories of fairy tales, animals, fabulous characters who are clear to him.

The theater can be a story even a 1.5-year-old baby. In puppet theaters there are always performances for the smallest. The performances go no more than 30 minutes, and the child does not have time to get tired.

Museums are better to visit from 4-5 years. It is better if it will be children's thematic museums or exhibitions. In the children's philharmonic and the ballet is better to start walking from 5 years, choosing children's ideas and concerts.

Before visiting the theater or museum, explain the child that you go to an important place, and how it follows. Pick up the child before going to the museum or theater, so that the feeling of hunger does not distract the baby from an interesting one. Take care that the road to the "monastery of the music" is not long and tedious, dying the baby is beautiful - let him feel the importance of the event. Be sure to ask the crumb about his impressions from what he saw and heard. Ask, I would like to see something interesting again. If the baby is not delighted, take a pause and try to organize cultural leisure again after a while.

Watch the video about how preschoolers are involved in art by visiting an art studio at the Moscow Museum of Contemporary Art

Aesthetic education in the family

Aesthetic education in the family takes place with the help of inclusion in the system of education of art.

Tips parents For aesthetic education:

Get acquainted with music and poetry as early as possible.
Exercise with a child in modeling, drawing, singing.
Limit the unsystematic listening to the Radio Radio and watching the TV.
Choose for viewing the best samples of children's fairy tales and cartoons, and for listening - good nursery or. Help to comprehendly seen and heard.
Read the child the best of children's literature, learn him to read expressively.

By exercising aesthetic education of the preschooler, forming its good aesthetic taste, you lay the foundations of the future spiritual wealth of a person.

Subject:

"Aesthetic education of preschoolers at the present stage"

1. Introduction

2. The value and tasks of aesthetic education of preschoolers

2.1 Development of aesthetic perception, feelings and ideas of children

2.2 Tasks and methods of aesthetic education

3. Development of the artistic and creative abilities of children

4. Formation of the foundation of aesthetic taste

5. Conditions and means of aesthetic education

6. Forms of the organization of aesthetic education

7. Conclusion

8. Literature

1. Introduction

Aesthetic education is a focused, systematic process of impact on the identity of the child in order to develop his ability to see the beauty of the surrounding world, art and create it. It begins with the first years of the life of children.

Aesthetic education - the concept is very wide. It includes raising aesthetic attitude towards nature, labor, public life, everyday life, art. However, the knowledge of the art is so multifaceted and peculiar to that it is distinguished from the general aesthetic education system as a special part. Education of children by art is the subject of art education.

Acquaintance with beauty in life and art not only brings up the mind and feeling of a child, but also contributes to the development of imagination and fantasy.

In the process of implementing aesthetic education, the following tasks must be solved: systematically develop the aesthetic perception, aesthetic feelings and presentations of children, their artistic and creative abilities, form the basics of aesthetic taste.

Aesthetic education is the most important side of the child's upbringing. It contributes to the enrichment of sensory experience, the emotional sphere of personality affects the knowledge of the moral side of reality (it is known that for the preschooler, the concepts of "beautiful" and "good" are almost identical), increases both informative activity, even affects physical development. The result of aesthetic education is aesthetic development.

It is important that the work of the educator is based on a scientific basis and was conducted according to a specific program that takes into account the modern level of development of various types of art, in compliance with the principle of graduality, consistent complication of requirements, differentiated approach to the knowledge and skills of children of various ages.

Aesthetic education is closely related to modernity and is largely determined by it. Aesthetic education reality implies proximity to life, the desire to transform the world around the world, society, nature, an objective environment.

2. The value and tasks of aesthetic education of preschoolers

2.1 Development of aesthetic perception, feelings and ideas of children

The child from the first years of life unconsciously stretches to everything bright and attractive, rejoices brilliant toys, colorful colors and objects. All this causes him a feeling of pleasure, interest. The word "beautiful" early enters the life of children. From the first year of life, they hear a song, a fairy tale, consider pictures; Simultaneously with reality, art becomes the source of their joyful experiences. In the process of aesthetic education, they have a transition from a rapid response to everything bright, beautiful to the conscious perception of the beautiful.

Aesthetic perception of reality has its own characteristics. The main form for him is the sensual form of things - their color, shape, sound. Therefore, its development requires a large sensory culture.

Beauty is perceived by the child as the unity of form and content. The form is expressed in the aggregate of sounds, paints, lines. However, perception becomes aesthetic only when it is emotionally painted, conjugate with a certain attitude towards it.

Aesthetic perception is inextricably linked with feelings, experiences. A feature of aesthetic feelings is disinterested joy, bright spiritual excitement arising from the meeting with the beautiful.

The educator should lead a child from the perception of beauty, an emotional response to it to understand, form the formation of aesthetic ideas, judgments, assessments. This is a painstaking job, requiring the ability to systematically, unobtrusively piercing the life of a child with beauty, to improve his environment in every way.

2.2 Tasks and methods of aesthetic education

The tasks of aesthetic education of preschoolers, based on its purpose, can be submitted by two groups.

First group Tasks are aimed at the formation of aesthetic attitude of children to the surrounding. The following is envisaged: develop the ability to see and feel beauty in nature, actions, art, understand the beautiful; Educating the artistic taste, the need for knowing the beautiful.

Second group Tasks are aimed at the formation of art abilities in the field of different arts: teaching children drawing, modeling, designing; singing, movements to the music; Development of verbal creativity.

These groups of tasks will give a positive result only under the condition of their close relationship during the implementation process.

Leading methods for solving the tasks of the first group are show, observation, analysis, example of an adult. Showing as a preparation method is used in primary acquaintance with the subject of aesthetic reality. The educator is important to determine the display object and create conditions for the attention of children to focus on what they are shown to listen to them.

When using these methods, it is very important that the teacher knew how to show his feelings, his attitude, owned ways to express feelings. The expressiveness of intonation when reading the poem, sincere delight about the beautiful thing, genuine chagrin when meeting with negligence in clothes, slope, the bright emotional manifestation of adults serves as an active method of influencing the child, as it relies on a childhood feature - imitativeness.

To solve the tasks of the second group as leading required practical methods: show, exercise, explanation, method of search situations. These methods are considered in detail in the methods of visual activities and musical education.

The general principle of the selection of methods is to find such methods and techniques that would support the desire in children to create "works of art", with their own hands (sculpt, draw, instill, decorate), follow artistic activities of different types. Useful creative tasks, they and any manifestation of creativity must be combined with learning artistic expressive skills. If the child does not own drawing skills, he will not be able to create something creative with all the conventionality of understanding this term in relation to preschoolers. Therefore, we need direct learning methods: show, exercise, surveys of objects, description. In these cases, training becomes one of the factors stimulating creativity, and creative tasks attach a developing nature.

3. Development of the artistic and creative abilities of children

Preschoolers are available almost all types of artistic activities - drawing up stories. Inventing poems, singing, drawing, modeling. Naturally, they have a great originality, which is expressed in the naive, direct mapping of reality, in an extraordinary sincerity, in faith in the truthfulness of the depicted, in the absence of concerns about the audience and listeners. Already at this stage, the artistic creative abilities of children, who manifest themselves in the emergence of the plan, in implementing it in reality, in the ability to combine their knowledge and impressions, in greater sincerity when expressing feelings and thoughts.

The peculiarity of children's creativity is the same as it is based on such a pronounced feature of preschoolers, as imitation, is a wide reflection in the gaming activities of children - the figurative realization of their impressions from the surrounding world.

It was in the game that the work of preschoolers appears before. For the game arising from the initiative of children, the presence of plan. At first he is not yet stable, one plot is replaced by another; The older children, the plan becomes fuller and targeted.

For plot-role-playing creative games, not only the presence of plan in choosing and defining the topic, plot, but also creative images in their implementation. "Let the train," writing N.K. Browne, - on which they go, built from chairs, let the house are built from a pinch. In the process of the game, the child learns to overcome difficulties, learns the surrounding, looking for exits from the situation. "

The creative imagination of children is manifested in the fact that they often consciously unite different plots: take material from fairy tales, stories, from life, from television and theatrical productions. In other words, they combine their knowledge, the impressions of what he saw and heard, uniting them in one.

Just as in the game, the work of children is manifested in other types of their artistic activities. In the picture, modeling, the story, the song of the child satisfies its need for an effective, figurative expression of his impressions. And here the idea is born first, and then a means of implementing it into life; Children combine their impressions obtained in the perception of various works of art. And in this case, the child remains the same sincere as in the game: he does not just copy what he seen, but passes his attitude towards him.

Thus, in preschool age, the sprouts of creativity are observed, which manifest themselves in the development of the ability to create an idea and its implementation, in the ability to combine their knowledge, ideas, in the sincere transfer of thoughts, feelings, experiences. However, for the development of artistic and creative abilities, children need their appropriate training, in the course of which they master the ways of figurative expression and image of their designs in the word, singing, drawing, dance, dramatization. Training encourages the child to conscious artistic manifestations, causes positive emotions, develops the ability.

The goal of learning the skills of artistic activity is not only to give children knowledge and skills in singing, drawing, reading poems, etc., but also to arouse the interest and desire of independent creative activity. Mastering those or other skills, the child uses them, bringing their own, let the small, lept in the decoration of the family life, kindergarten, their peers.

In the development of artistic - creative abilities of children, the personality of the teacher, its culture, knowledge, passionism belongs to the personality of the teacher.

4. Forming the foundation of aesthetic taste

Aesthetic taste is manifested in the fact that a person enjoys, spiritual pleasure from a meeting with true beauty in art, in life, in everyday life. Aesthetic taste - the concept is wide; It includes not only understanding, delights deep, beautiful works of art. But also an understanding of the beauty of nature, labor, life, clothes.

In the formation of aesthetic taste in children, a large role belongs to learning. In the classes of preschoolers, introduce the classical works of children's literature, music, painting. Children learn to learn, love their age-affiliated works of art.

I get acquainted with the folk fairy tale, with the works of S. Ya. Marshak, S.V. Mikhalkov, K.I. Chukovsky, listening to the works of P.I. Tchaikovsky, D.B. Kabalevsky and other composers, children begin to join the beauty and wealth of artistic Words, music. All this gives them true pleasure, remembered and forms the foundations of the artistic taste.

Rising in children the basics of aesthetic taste, we teach them to see and feel the beauty of the surrounding world, take care of her. The flower is better to save on the flower, and so that he flourished and delivered the joy to others, it is necessary to care for him. The purity in the group, creating comfort and beauty, must be maintained, not to sift, remove toys and books behind them. So in the process of upbringing and learning, the tasks of aesthetic education in preschool age are carried out.

5. Conditions and means of aesthetic education

To implement the tasks of aesthetic education of children, certain conditions are needed. First of all, this is a medium in which the child lives and develops. It has an impact on the child, which in its strength and significance can hardly be compared with others. If the situation is aesthetic, beautiful (it is completely optional - rich), if the child sees a beautiful relationship between people, hears a beautiful speech, etc., he will take aesthetic environment since the small years, and everything that differs from the norm will cause He has a rejection. Aesthetics of life includes many details. This is aesthetics of the situation: things that surround the child and which he enjoys, toys, baby clothes and the people around him, the design of the premises, etc. Beautiful things are "pleased with the eye" cause positive emotions, the desire to save them. The theory of the "white tablecloth" is quite valid: if we want to educate not only accuracy, but also the need for aesthetic environment, we must exclude inesthetics as such. From the first years of the child's life, it is important at home, and in the preschool institution to pay attention to the aesthetics of life.

The aesthetics of the life of the kindergarten manifests itself in artistic simplicity, in the thoughtful selection of household items, where every thing has its place where there is nothing superfluous. Wall painting should be calm, light tones.

Requirements for the design of kindergarten are determined by the tasks of the protection of the life and health of children, the content of educational work with them. The main among them are:

Feature, practical justification of the situation.

Clean, simplicity, beauty.

The correct combination of color and light creates a visual contrast that provides the appearance of each subject.

All design components must be a single ensemble.

The concept of "aesthetics of life" includes the beauty of everyday relationship between people who surround the child. It is very important what speech he hears what intonations. It is necessary that it is proper, shaped, intonationally rich and friendly.

Aesthetics of life is the appearance of a person. Carelessness, uncertainty in clothes, suggestion in the selection of color gamut, the inability to find their own style - all this is contrary to the law of beauty.

The aesthetics of life is an indispensable condition for the aesthetic education of the child, the background that enshrines or destroys the developing ideas about beauty.

Three rules: live in beauty, notice beauty, maintain and create beauty Around yourself - make aesthetics of life to the aesthetic education of the child.

A powerful aesthetic education agent is nature .

It is in it that you can see the harmony - the basis of beauty: a variety of paints, forms, sounds in their combination. Nature itself is a condition for the comprehensive education and development of the child. The means it becomes when an adult purposefully uses her "educational opportunities" and makes it a visual for a child.

The teacher reveals the children of the world of nature, helps them see her charm in a drop of dew on the bud, and in the weave of herbs, and in the colors of the sunset ... It is only necessary to see this beauty and find words available to the heart of the child. An invaluable assistance in this will be artistic works about the nature, which he must know well and skillfully use. In the education of nature, not only a passive contemplative, but also an effective start (take care of nature, to help it).

Public life, the work of people with whom the child is constantly facing, is also an important means of aesthetic education. Sophisticated work of the builders causes children a desire to create a good building, to act together, be attentive to each other. Description of the work of sailors, pilots, teachers, doctors not only introduce preschoolers with these professions, but also cause a desire to imitate them. All this is reflected in their games, contributes to the upbringing of moral and aesthetic feelings.

Therefore, the educator is thoroughly preparing for excursions, in the course of which children receive and accumulate the sensual experience they need. Excursions, with proper preparation and conduct, expand the horizons of preschoolers, teach them to see, compare, compare, which is the basis for the development of creative imagination and abilities.

Multifaceted and inexhaustible aesthetic educational agent is art: Fine, Music, Literature, Architecture, Theater, Cinema. Early attachment of children to real high art contributes to the birth in the children's soul, truly aesthetic perception of reality. Each type of art peculiarly reflects life and has a special impact on the mind and feelings of the child.

From the first years of the life of children accompanies oral folk creativity, children's literature. A special place in their life is a tale.

Not everything can be expressed by words. There are such shades of feelings that are deeper and most of all can be expressed in music. Music exacerbates emotional responsiveness. She needs a child. "Childhood is also impossible without music, as impossible without a game, without a fairy tale," I was convinced of V.A.Sumlylinsky.

The condition and means of aesthetic education is and artistic activities preschoolers, both organized by the educator and independent. Fine art needs a child. It gives him rich visual images.

In artistic activity, as a rule, there is a reproducing (reproductive) factor and creative. And the other is necessary and interrelated - the child cannot create, without learning to reproduce, reproduce.

All the above-mentioned means of aesthetic education - life, nature, art, activity are effective both by themselves and in relationships, but oversaturation is also harmful to development, as well as the lack of emotional impact. We must search and find a golden middle.

6. Forms of the Organization of Aesthetic Education

The aesthetic education of children in the preschool institution is carried out in different forms, depending on the principle of leadership, their activities, the method of unification of preschoolers, activities.

The educator manages the process of developing children. Children and themselves love artistic activities, and often on their own initiative are engaged in it. It cannot be said that independent artistic activities are fully carried out without the leadership of an adult. Just the character of this leadership is indirect. The educator takes care of the accumulation of experience, impressions, which will then be praised in independent drawing, modeling, stories, musical activity; Trains images and techniques.

Independent artistic activity arises on the initiative of children to meet their individual needs: make a gift mom, make a toy for playing and others. The task of the teacher is not disturbing the conception of the child, help him if such a need arises. The educator develops the independence of children using the hint, attracting attention to the subject, object, questions, suggestions, assessment of the results and the level of independence, fiction, fantasy.

Independent activity can be individual character, and sometimes children unite two, three people and, having discussed their intention, together prepare a concert, draw scenery, manufactures attributes for the game, organize theatrical game, etc.

Signs of independent activities are the attention of the child to the means of expressiveness in music, movements, drawing, speech and ability to transfer learned in their own new activities, apply to solve new tasks.

Independent artistic activities are closely related to the work that is purposeful and in various forms is conducting an educator. It can be organized classes on the development of speech, visual activity, music. They are included in the mandatory "grid" of weekly classes, are systematically carried out in advance of the pre-developed content and in the order of increasing complexity.

Educator organizes excursions In nature, to the monuments, in the museum, on a festively decorated street, etc. The task of the teacher is to consider the content of the excursion, taking into account the laws of children's perception, educational tasks. It should be determined in advance and explore the venue of the excursion, the method of placing children around the observation object, because it is very important not only to inform the preschoolers new knowledge, but also cause aesthetic feelings.

One of the forms of children's activities that contribute to aesthetic education - theatrical games and games - dramatization. These games are under the guidance of the teacher.

A significant place in the pedagogical process of preschool institution and in the life of children occupy holidays and entertainment .

Entertainment as a form of work with preschool children is held once every two weeks. The content of entertainment is varied. These may be thematic literary and musical evenings.

Useful for the aesthetic development of entertainment, combining different types of arts. A variety of material is selected - both literary, and musical, and the pictorial one theme.

Such evening entertainment is delivered to preschoolers joy, attach to national culture, bring up aesthetic feelings.

Holidays in a preschool institution correspond to adopted in our country. They can be divided into holidays related to public life (February 23, May 9, June 12, etc.), and holidays associated with folk and religious tradition (Easter, Maslenitsa, Christmas, New Year). There may be holidays, reflecting the events of local significance (city day), as well as their own, kindergarten (anniversary of the preschool institution, group's birthday, etc.). When conducting holidays, a complex of educational problems - moral, intellectual, as well as the tasks of physical education is solved. And of course, realize the tasks of aesthetic education.

The holiday should be emotionally saturated. The beauty of the situation, the solemnity of music, the overall high spirits - all this increases susceptibility to the aesthetic side of reality. Children want to participate in the holiday actively, they do not satisfy the role of observers. And the educator is given the opportunity to satisfy the desire and the need for the activity of every child. It is only necessary to correctly choose the form of manifestation of activity for each of the pupils. One will read poems, the other will sing, the third will stalk. It is impossible to deprive any of the children to show what he is capable of feeling, and feeling equal in the atmosphere of general joy.

Aesthetic education of preschool children can be organized in different forms, and these forms have their own qualifications.

7. Conclusion

In modern conditions, the following tasks of aesthetic education are put forward in kindergarten:

We systematically develop the perception of the beautiful, aesthetic feelings, the presentation of children. All kinds of art, nature and life contribute to this, cause direct emotional responsiveness, joy, excitement, admiration, passion.

To acquire children to activities in the field of art, raising them with the need and habit of accustomed to make elements of excellent in life, nature, public relations.

To form the basics of the aesthetic taste of children and the ability to independently assess the works of art and phenomenon of life.

Develop the artistic and creative abilities of children. Their activities related to art should always be relaxed, saturated with joyful aspiration, creative imagination, initiative. The more aesthetically developed the child, the stronger his artistic skills and skills, the more fully developing his creative activity.

The leading place in the implementation of aesthetic education belongs to the kindergarten. But great and role of the family. Only under the unity of the influences of kindergarten and family it is possible to fully fully implement the tasks of aesthetic education. Not each of the children will become a musician or artist, but each child can and need to educate love and interest in art, develop aesthetic taste, musical rumor, elementary drawing skills.

The educator helps the family to create the necessary conditions for the correct aesthetic education of children. He tells about the importance of the aesthetics of life, advises that it seeks to read children, what records for listening to music, it seeks that the child in the family has everything necessary for the manifestation of children's creativity: an album, pencils, paints, toys, books.

The establishment of continuity in the aesthetic education of kindergarten and family forms the primary sources of spiritual culture, which a person should have.

8. Literature

1. N.A.V.Vlugina "Aesthetic education in kindergarten" 1978.

2. V.I.Yadeschko "Preschool Pedagogy" 1978

3. S.A.Kozlova "Pre-school pedagogy"

4. O.A. Road "Journey to Beautiful"

5. M. V. Gribanova "Formation of aesthetic and artistic perception of children of senior preschool age" 1999.

6. A. A. Adakin "Features of the manifestation of aesthetic relationship in the perception of reality" 1996.

Albina Sagdiev
Aesthetic education of preschool children

Aesthetic education of preschool children.

Tasks, means and form of work on aesthetic education.

Aesthetic education - This is a targeted systematic process of influencing the identity of the child in order to develop his abilities to see the beauty of the surrounding world, art and create it.

Aesthetic education closely connected with other parties education: with mental and moral.

Tasks aesthetic education.

1. Systematic develop aesthetic perception, aesthetic Feelings and ideas children.

2. The development of artistic and creative abilities children(skill, dance, compose, different games).

3. Formation of the basis aesthetic taste(a big role belongs to learning).

The most important condition is full aesthetic education is:

1. Wednesday which surrounds the child in kindergarten and at home.

2. Saturation of life works of art (Pictures, Estamps, Music Works).

3. Active activity themselves children(Children themselves glue, pose).

4. Individual approach.

Funds are all that the teacher consciously selects from the environment for a focused impact on aesthetic development of children.

1. Aesthetics of life, i.e. there where children are within the day;

2. Nature;

3. Art (literary, musical works);

4. Artistic activities themselves children;

5. Special learning;

6. The behavior of adults (educators, parents).

In order to aesthetic education The following forms of educational and independent activities are used. children:

1. Classes (musical, from);

2. Artistic and didactic games (for familiarization children with color"Rainbow");

3. Mitens and entertainment;

4. Excursions and walks;

5. Theatrical spectacles; TV shows, movies SD, DVD

Principles aesthetic education:

1. Aesthetic education must be carried out in relationship with all educational-Education work in an educational institution.

2. Children's creativity must be associated with life.

3. Cordential content, forms and methods of artistic activity.

4. Individual approach to children.

5. Children's work should be used in the life of a group or in the life of a kindergarten.

Feature of artistic creativity children.

Creativity is activities aimed at creating a socio-significant product affecting environmental conversion.

Creation children significantly primarily for the child or for the group childrenFor close adults.

But the meaning of children's creativity is that it affects the formation of the identity of the child, and therefore society is interested in the creative development of each.

Creation can be learned, but this is a special teaching. It does not seem to be like learning knowledge and skills, together with the creativity it is impossible without the assimilation of individual knowledge and mastering skills and skills.

Under artistic creativity children of preschool age It is understood to create objectively significant (for a child first) new product (drawing, dance, poem, story, song, etc.); inventing and well-known early unused parts; Gaming activities (creative games-creating a game environment, selection, toys, substituent items, etc.).

The book is given with some abbreviations.

The value and tasks of aesthetic education of preschoolers

Aesthetic education is a focused, systematic process of influencing the identity of the child in order to develop his ability to see the beauty of the world, art and create it. It begins with the first years of the life of children.
Aesthetic education - the concept is very wide. It includes raising aesthetic attitude towards nature, labor, public life, everyday life, art. However, the knowledge of the art is so multifaceted and peculiar to that it is distinguished from the general aesthetic education system as a special part. Education of children by art is the subject of art education.
In turn, aesthetic education is part of the comprehensive communist education of children. His relationship with moral education is especially close.
Acquaintance with beauty in life and art not only brings up the mind and feelings of a child, but also contributes to the development of imagination and fantasy.
In the process of implementing aesthetic education, the following tasks must be solved: systematically develop the aesthetic perception, aesthetic feelings and presentations of children, their artistic and creative abilities, form the basics of aesthetic taste.
The child from the first years of life unconsciously stretches to the whole bright and attractive, rejoices brilliant toys, colorful colors and objects. All this causes him a feeling of pleasure, interest. The word "beautiful" early enters the life of children. From the first year of life, they hear a song, a fairy tale, consider pictures; Simultaneously with reality, art becomes the source of their joyful experiences. In the process of aesthetic education, they have a transition from a challenged response to everything bright, beautiful to conscious perception of the beautiful.
Aesthetic perception of reality has its own characteristics. The main form for him is the sensual form of things - their color, shape, sound. Therefore, its development requires a large sensory culture.
Beauty is perceived by a child as the unity of form and content. The form is expressed in the aggregate of sounds, paints, lines. However, perception becomes aesthetic only when it is emotionally painted, conjugate with a certain attitude towards it.
Aesthetic perception is inextricably linked with feelings, experiences. A feature of aesthetic feelings is disinterested joy, bright spiritual excitement arising from a meeting with beautiful.
The educator must conduct a child from the perception of beauty, an emotional response to her understanding, formation of aesthetic ideas, judgments, assessments.
This work is painstaking, requiring the ability to systematically, unobtrusively permeate the life of a child with beauty, to improve his environment in every way.
Pre-schools are available almost all types of artistic activities - drawing up stories, inventing poems, singing, drawing, modeling. Naturally, they have a great originality, which is expressed in naive, directly displaying reality, in extraordinary sincerity, in faith in the veracity of the depicted, in the absence of care about the audience and listeners. Already at this stage, the artistic creative abilities of children, who manifest themselves in the emergence of the plan, in implementing it in activities, in the ability to combine their knowledge and impressions, in great sincerity when expressing feelings and thoughts.
The originality of children's creativity is that it is based on such a pronounced peculiarities of preschoolers, as imitation. It is widely reflected in the gaming activities of children - the figurative realization of their impressions from the surrounding world.
It was in the game that the work of preschoolers appears before. For the game arising from the initiative of children, the presence of plan. At first he is still unstable, one plot is replaced by another; The older children, the plan becomes fuller and targeted.
For plot-role-playing creative games, not only the presence of plan in choosing and determining the topic, plot, but also creative imagination in their implementation. "Let the train," wrote N. K. Krupskaya, - on which they ride, built from chairs, let the house are built from pinch. In the process of the game, the child learns to overcome difficulties, knows the surrounding, looking for exit from the situation. "
The creative imagination of children is manifested in the fact that they often consciously unite different plots: take material from fairy tales, stories, from life, from television and theatrical productions. In other words, they combine their knowledge, the impressions of what he saw and heard, uniting them in one. Often, preschoolers are depicted in the game what is not in fact. For example, playing one of the favorite games - in astronauts, they are departed in Venus, Mars and other planets. The sincerity of children in the game finds the most vivid expression. No wonder the great Russian director K. S. Stanislavsky spoke to actors that they should learn sincerity, truthfulness in art playing children.
As in the game, the work of children is also manifested in other types of their artistic activities. In the picture, modeling, story, the song The child satisfies its need for an effective, figurative expression of his impressions. And here the idea first is born, and then means to implement it into life; Children combine their impressions obtained from the perception of various protections of art. And in this case, the child remains as sincere as in the game: he does not just copy what he seen, but transfers his attitude towards him.
Thus, in preschool age, the sprouts of creativity are observed, which manifest themselves in the development of the ability to create an idea and its implementation, in the ability to combine their knowledge, ideas, in the sincere transfer of thoughts, feelings, experiences. However, for the development of artistic and creative abilities, children need their appropriate training. In the process, it is seized by ways of figurative expression and image of their designs in the word, singing, drawing, dance, dramatization. Training encourages the child to conscious artistic manifestations, causes positive emotions, develops the ability.
The purpose of learning the skills of artistic activity is not only to give children knowledge and skills in singing, drawing, reading poems, etc., but also to cause them the interest and desire of independent creative activity. Here is the poem of a three-year-old Natasha, composed by her for his girlfriend:
Nastya dress!
Sun shines in the morning.
It's time to go to kindergarten.
So, mastering those or other skills of artistic activity, the child uses them, bringing her own, let the small lept in the decoration of the family life, kindergarten, their peers.
In the development of artistic and creative abilities of children, the personality of the teacher, his culture, knowledge, enthusiasm belongs.
There is a kindergarten number 29 in Leningrad for the Nevskaya Zavodka. The drawings of his pupils are known in many countries of the world: India, Japan, USA, Poland, GDR, Sweden, etc., where they went to international competitions of children's creativity. These works received 17 gold and many silver medals, dozens of diplomas and valuable gifts.
What is the reason for such success? This is the most common kindergarten, and children here are ordinary, only teachers work enthusiastically, successfully develop the artistic and creative abilities of kids.
Aesthetic taste is manifested in the fact that a person enjoys, spiritual pleasure from a meeting with true beauty in art, in life, in everyday life. Aesthetic taste - the concept is wide; It includes not only an understanding, pleasure deep, beautiful works of art, but also an understanding of the beauty of nature, labor, life, clothes.
In the formation of aesthetic taste in children, a large role belongs to learning. In the classes of preschoolers, introduce the classical works of children's literature, music, painting. Children learn to learn, love their age-affiliated works of art.
I get acquainted with the folk fairy tale, with works of S. Ya. Marshak, S. V. Mikhalkov, K. I. Chukovsky, listening to the works of P. I. Tchaikovsky, D. B. Kabalevsky and other composers, children begin to join the beauty and wealth of artistic Words, music. All this gives them true pleasure, remembered and forms the foundations of the artistic taste.
Rising in children the basics of aesthetic taste, we teach them to see and feel the beauty of the surrounding, take it away. The flower is better to save on the flower, and so that he flourished and delivered the joy to others, it is necessary to care for him. The purity in the group, creating comfort and beauty, must be maintained, not to sift, remove toys and books behind them. So, in the process of upbringing and training, the tasks of aesthetic education in preschool age are carried out.
Developing the artistic abilities of children, their aesthetic feelings and presentations, the estimated attitude towards the beautiful, the teacher lays the foundations in which the spiritual wealth of man will continue to be formed.

Fixed assets of aesthetic education in kindergarten

Aesthetic education of children is carried out by familiarizing children with the aesthetics of life, with beautiful in labor, in nature, public phenomena, and the means of art. Teach a child to feel and understand the beauty of life is a big and difficult task that requires long work of adults.
The walls of the native house, the things surrounding the child from the first years of life have a great power of exposure. Comfortable furniture, a harmonious combination of color spots, art objects, the overall style of the design of the room - all this, perceived by vision, touch, is reflected in the memory, the consciousness of the kid.
The aesthetics of the life of the kindergarten manifests itself in artistic simplicity, in the thoughtful selection of household items, where every thing has its place where there is nothing superfluous. The color of the walls should be calm, light tones.
Requirements for the design of kindergarten are determined by the tasks of the protection of the life and health of children, the content of educational work with them. The main among them are:
1. Feature, practical justification of the situation.
2. Clean, simplicity, beauty.
3. Proper combination of color and light, creating a visual contrast that provides the appearance of each subject. For example, pale yellow daffodils near the blue water of the aquarium amplify the painfulness of the surrounding.
4. All design components must be a single ensemble.
A special place in the design of the group should belong to the visual arts: paintings, flights, objects of applied art. It expands the aesthetic ideas of children, creates the basis of an understanding of works of art, delivers artistic pleasure, causes a desire to draw a pattern, flower, make a beautiful toy.
Pictures depicted in the pictures should be accessible to the understanding of children. This is the work of people, the life of kindergarten, landscapes, still lifes, the life of birds and animals, a fabulous world. All groups can be used still lifes, embelling images of animals, paintings with fairy-tale topics. Landscapes are recommended to use in the middle, senior and preparatory to school groups. Senior preschoolers show a great interest in the reproductions of paintings by famous artists: "Gracchi flew" Savrasov, "Golden Autumn", "March" Levitan, Landscapes Shishkin, "Alenushka", "Tsarevna and Gray Wolf" Vasnetsova, "Girl with Peaches" Serov, " Lilac "Konchalovsky and others. The room should have no more than 2-3 paintings.
Well, when there is one big picture, especially attracting the attention of children, and two or three smaller sizes. The pictures should be well lit, do not interfere with one another, so you should not put them too close. Change the paintings and ethambes should be subject to the time of year, the tasks of educational work with children. For example, it is good to hang pictures associated with the theme of the upcoming conversation, reading a artistic work, game.
An important place in the design of a kindergarten should belong to the works of folk applied art. All groups should be represented by Khokhloma (furniture in the bookcard and one or two subjects that change). It is good to have a cheerful Dymkov toy, stomach trays, works from ceramics.
Of course, little to surround the children with beautiful things, you need to teach them to see the beauty, take care of it, appreciate. Therefore, the educator should pay attention to the purity of the premises, on the beauty that flowers make, paintings, encourage the attempts of the children themselves to decorate the room.
All this must be learned gradually. For example, watching with the children behind the work of the nanny, the educator leads them to the conclusion that it not only monitors the cleanliness, but also creates a comfort in the room. Well-cleaned, sparkling cleaning room becomes beautiful. And the children themselves are gradually getting used to maintaining cleanliness and order first with adults, then by reminding them, and to the elder group already on their own.
From the first years of the life of children, it is necessary to teach the aesthetics of the appearance in combination with the culture of behavior. In this regard, one of the strongest means of influence is an example of the tutor itself, the unity of its internal and external culture.
Native nature is a powerful aesthetic education agent. It is especially bright and deeply perceived by her beauty in childhood and, captured in feelings and thoughts, swears through the whole life of a person.
The teacher reveals the children of the world of nature, helps them see her charm in a drop of dew on the bud, and in the weave of herbs, and in the colors of the sunset ... It is only necessary to see this beauty and find words available to the heart of the child. An invaluable assistance in this will be artistic works about the nature, which he must know well and skillfully use.
Public life, the work of people with whom the child is constantly facing, are also an important means of aesthetic education. Sophisticated work of builders causes children a desire to create a good building, to act together, be attentive to each other. Description of the work of sailors, pilots, teachers, doctors not only introduces preschoolers with these professions, but also raises the desire to imitate them. All this is reflected in their games, contributes to the upbringing of moral and aesthetic feelings.
Therefore, the educator is thoroughly preparing for excursions, in the course of which children receive and accumulate the sensual experience they need. Excursions, with proper preparation and conduct, expand the horizons of preschoolers, teach them to see, compare, compare, which is the basis for the development of creative imagination and abilities. In the process of targeted observations and excursions, the teacher draws the attention of children not only to the essential features of a phenomenon, but also on the beauty of slooked labor, transforming nature, on the nobility of the relationship between people built on mutual assistance, partnership and care of each other. What truly excites children will necessarily affect their games, drawings, stories.
Streets, buildings, monuments also contribute to the aesthetic and moral education of children. Acquaintance with their beauty and peculiarity begins with the most simple and close: from the building of the kindergarten, from his street. With age and accumulation of knowledge, the subject of familiarization of children with the sights of the city, the village expands. And wherever the children lived, in the senior groups they are necessarily introducers with the capital of our Motherland by Moscow, her Red Square.
In the process of this work, caregivers give the ideas about some architectural features of buildings and ensembles, pay attention to the originality of individual forms and lines, on the feasibility of architecture, on how it fits into the natural landscape. These impressions of children reflect in construction games. Their buildings are becoming more complex and beautiful. Separate buildings, bridges, stations begin to unite in the work of children in the street ensembles.
The multifaceted and inexhaustible means of aesthetic education is art. It introduces children with the life of the whole country, brings up love for his homeland, to her honest, kind, courageous people. Works of art are a rich source of joy, aesthetic pleasure, spiritual enrichment. Many of its kinds are available to children: literature, music, painting, sculpture, theater, cinema. Each type of art peculiarly reflects life and has a special impact on the mind and feelings of the child.
From the first years of the life of children accompanies oral folk creativity, children's literature. A special place in their life is tales. A high assessment gave them A. S. Pushkin: "What the beauty of these fairy tales ... Each of them is a poem."
Not everything can be expressed by words. There are such shades of feelings that are deeper and most of all can be expressed in music. P. I. Tchaikovsky wrote: "There, where the words are powerless, there are more eloquent language - music." Music exacerbates emotional responsiveness. She needs a child. "Childhood is as impossible without music, as impossible without a game, without a fairy tale," V. A. Sukhomlinsky was convinced.
Fine art also needs a child. It gives him rich visual images.
On holidays in kindergarten, various types of art affect children in peculiarities and unity. Holidays have a strong impression on preschoolers, they are maintained for a long time in their memory and serve as an important means of aesthetic education. High requirements for art for children. Works that are selected for preschoolers must be highly artistic, accessible to understanding, respond to the tasks of communist upbringing.
Artistic material for each subsequent age group is gradually complicated in connection with the deepening tasks of aesthetic education. This is taken into account in the "Program of Education in kindergarten", where artworks are defined for each age group.
Finally, the quality of the execution of artistic works for children, from which the aesthetic education of the child largely depends.
The leading place in the implementation of aesthetic education belongs to the kindergarten. But great and role of the family. Only under the unity of the influences of kindergarten and family it is possible to fully fully implement the tasks of aesthetic education. Not each of the children will become a musician or artist, but each child can and need to educate love and interest in art, develop aesthetic taste, musical rumor, elementary drawing skills.
The educator helps the family to create the necessary conditions for the correct aesthetic education of children. He tells about the importance of the aesthetics of life, advises that it seeks to read children, what records for listening to music, it seeks that the child in the family has everything necessary for the manifestation of children's creativity: an album, pencils, paints, toys, books.
The establishment of continuity in the aesthetic education of kindergarten and family forms the primary sources of spiritual culture, which a person should have.

Popular articles of the site from the section "Dreams and Magic"

Introduction

Aesthetic education of preschool children

1 The concept of aesthetic education. Criteria aesthetic pupil

2 Methods, forms and objectives of the aesthetic education of children of preschool age

Study of pedagogical experience on the aesthetic education of preschoolers

1 Description of aesthetic education programs in kindergarten

2 Analysis of Aesthetic Education Programs in kindergarten

Conclusion

Literature

application

Introduction

Aesthetic education is an extremely important position in the general upbringing of the child. Recently increased interest in this problem. The theory and practice of aesthetic education is one of the most important sources of moral education comprehensively developed, spiritually rich personality. The importance of the chosen topic is determined by the fact that for the ripening of the future worldview, it is necessary to form aesthetic views, without which it will not be completed, capable of inclusive reality. Many teachers, cultural figures believe that it is necessary to form a person and aesthetic culture in preschool age, since he is most favorable.

This work is devoted to the analysis of several aesthetic development programs and education of children of this age. Programs are considered as: "Childhood" - the program of development and education of children in kindergarten (V.I. Loginova, T.I. Babayev, N.A. Notcina, etc.); "The program of upbringing and learning in kindergarten" edited by MA Vasilyeva; "Creativity" is a program of artistic - aesthetic education and development of children in kindergarten (A.I. Smolyar, P.P. Barynkin, V.P. Yurikova, T.S. Slasarev, etc.).

The views of teachers who created these programs are similar in that their programs use aesthetic education.

Their views identified the topic of this study "aesthetic education of the preschooler in the conditions of kindergarten."

The purpose of this work is to analyze the programs of aesthetic education in the main characteristics.

An attempt was made to solve the following tasks:

explore the literature on this topic;

reveal the concept of aesthetic education;

characterize the forms and methods of aesthetic education of children;

examine pre-school aesthetic education programs.

The object of the study is the process of aesthetic education of preschoolers.

The subject of the study is the process of applying the aesthetic education of preschoolers in Dow.

Hypothesis - using the analysis to find out which programs are most universal and useful for the tutor.

Practical importance - this work can be useful for educators, heads and methodologies of kindergartens, because In the manifold of programs for aesthetic education, it is difficult to navigate and stop your choice. And this work discloses in detail the essence of several, most successful, in my opinion, programs for aesthetic education in a kindergarten.

The work consists of administration, two chapters, each in turn is divided into two parts, conclusions and applications.

The introduction reveals the relevance, determines the goal, tasks, object, subject, the hypothesis of this work.

The first chapter discusses the concept of aesthetic education and aesthetic educationalness, as well as methods, objectives and forms of aesthetic education.

In the second chapter there is an overview of the programs taken and their detailed analysis.

In conclusion, the results of the study are summed up, the final conclusions are formed on this topic.

1. Aesthetic education of preschool children

.1 The concept of aesthetic education

Aesthetic education is a targeted process of formation in a distress person to reality. This relationship with the emergence of human society has developed with him, embodied in the field of material and spiritual activities of people. It is associated with the perception and understanding of them of the beautiful in reality, the pleasure of them, the aesthetic creativity of man.

The aesthetic education includes aesthetic development, as the process of activating perception, creative imagination, figurative thinking, emotional feeling; Formation of spiritual needs. The essence of the aesthetic education system is influence on the pupils of art. As B. T. Likhachev believes, there are several source provisions in the theory of aesthetic education:

to develop natural forces in children, to create conditions for a deep awareness of aesthetic phenomena, it is necessary to attract in various types of creative activities;

the theory of aesthetic education lies in the awareness of the huge value and spiritual value for a man of an elevated, beautiful, elegant;

it is necessary to solve problems in the process of teaching art to children:

ideologous - moral and art education,

training skills and skills that will be able to involve children in initiative creative activities,

the development of spiritual and physical essential forces and creative abilities.

Consider several concepts about the objectives of aesthetic education, which, in essence, mean the same thing. B.T. Likhachev sees the goal as becoming a moral - aesthetic humanistic ideal in a child, a multifaceted development of the personality, the ability to feel, understand, see and create beauty. The purpose of aesthetic education, according to V.N. Shatska: "The aesthetic education serves the formation of ... the ability of the active aesthetic attitude of students to works of art, and also stimulates a lot of participation in creating beautiful in art, labor, in creativity according to the laws of beauty." Those. Art is given an important place in aesthetic education - this is part of aesthetic culture as artistic education part of aesthetic, part of an important, weighty, but covering only one sphere of human activity.

For the aesthetic education of children, a number of objective contradictions and subjective discrepancies should be solved: from nature in the child there are certain deposits and possibilities that can be fully implemented only with targeted and organized artistic and aesthetic education and upbringing. With his disregard, the child remains "deaf to genuine spiritual artistic - aesthetic values."

One of the laws of education is the education of a child in activities. As an educational influence, arts of art, which develop special abilities and diving some of its forms: visual art, decorative - applied art, musical and others. The artistic activities of the preschooler is a means and condition for aesthetic education, work related directly to the arts of art as: verbal and artistic creativity, design, theatrical games, decorative - applied and visual arts, musication.

The implementation of the objectives of aesthetic education occurs under the following conditions:

implementation of an individual approach to children;

favorable environment (room, clothing, toys);

personal initiative and desire for children.

Responsibility for the emergence of aesthetic ideas and feelings of a child is the greatest and lies on the circle of his primary contacts - parents and the nearest relatives. This is the basis of its aesthetic culture and it should be laid by pedagogically competent parents, the nature of their aesthetic requirements, cultural conditions of the family are important.

Wide interests of art, need in contact with the aesthetic manifestations of art in life relate to the social criteria for aesthetic educational. In the social sense, aesthetic lupidity is manifested in the aggregate of the child's attitude and behavior. Evidence of the degree of aesthetic educational child is his attitudes towards people in personal and public life, actions, work activity, attitude to their appearance.

Aesthetic pupil is formed on the integrity of developed natural forces, emotional feelings, perception, imagination, artistic - aesthetic education - creative personality depends on this, aesthetic attitude to art, their behavior and to himself, to the surrounding. The ability to admire the beauty, which or phenomena in life and art is an important sign of aesthetic educationalness. Sometimes, watching the child in art galleries or exhibitions, you can see how children only briefly browse the paintings, without lingering for a long time, without stopping to admire. This indicates the lack of aesthetic pupil, since it lacks the most important element of aesthetic relationship - admissions. Aesthetic pupil characterizes the ability to deeply experience feelings - spiritual pleasure, a sense of disgust, a sense of humor, irony, feeling of anger, fear, compassion.

Estimate the aesthetic level and the degree of development of the artistic taste will help several criteria. They are divided into psychological, pedagogical and social:

psychological - measures are measured by the ability of children to reflect imaginary artistic images and reproduce them. The degree of development of mental processes can be determined by the fact that the child is reacting to works of art;

pedagogical - artistic taste is manifested in the values \u200b\u200bof the selected works of art for their own pleasure, in assessing the phenomena of life and art, in the products of their creative activity. With a support for pedagogical criteria, you can find out the level of artistic - figurative thinking. The original skill, connected to improvisation indicate a high level of aesthetic educationalness;

social - manifest themselves in the complex of relations and behavior of children. If a child has a wide interest in different types of art, a great need in contact with the aesthetic phenomena of life, we can talk about a high degree of aesthetic educational.

In Western European modern artistic pedagogy, there are a number of concepts of aesthetic education. Their meaning to adapt, adapt the child to the moral values \u200b\u200bof social consciousness. We see the main ideas as an example:

Abstract - formalistic training of children in the field of art. The adherents of this concept believe that self-expression should occur not through a realistic image display of the world, but using the idea of \u200b\u200ba subjectivistic, non-pigurative image by means of lines, colors, combinations of abstract forms, fantastic art compositions. Associated with the directions of abstractionism and surrealism in painting.

The idea of \u200b\u200bspontaneous artistic - aesthetic education (W. Lowendeld, Reed) refers to the theory of free education. It is believed that targeted artistic training can only prevent, do not develop imagination and children's creativity.

The concept of utilitarian - pragmatic aesthetic development (O. Gunter, Ch. Crow, J. Dewey) expresses the idea of \u200b\u200bthe maximum development of the sensory sphere of the child. This concept relies on unlimited possibilities of human nature.

The theory of religious - aesthetic education is based on the use of art, in order to awaken religious feelings, create religious - fantastic images as spiritual support of human religiosity.

1.2 Methods, forms and objectives of the aesthetic education of children of preschool age

The success of aesthetic education is determined by the joint activity of the educator and the child. In the process of this activity, its creative abilities are developed, awareness of attitudes towards the subject, natural, social medium. Also, it is also necessary to take into account individual needs, features and interests of the child, the degree of its common development. To select aesthetic education methods, it is necessary to be based on the child's personal experience, his aspiration, motivation, experiences.

There are many diverse methods of upbringing. We will focus on those who play a role in moral - aesthetic development.

Methods of aesthetic education can be divided into classification:

according to the forms of the organization;

by type of activity;

by the ages of children;

by the number of children;

The method of holistic perception is very important for targeted receipt of aesthetic information. This method is suitable for the perception of the plot of fairy tales, paintings, shaped building a musical play. The educator draws the attention of children to a more specific, detailed perception, target observation.

By this, with the help of which methods and methods of education, the child receives aesthetic information can be divided into visual and verbal. These methods are subject to the following requirement: reproduction of musical and literary writings is obliged to be emotional, artistically expressive, have aesthetic value for children; In order for them to be clear the content of the poem, paintings, songs and the essence of the task, the mood of characters was experienced, again it is necessary to achieve bright picture, - otherwise a meeting with art will be insignificant and will not benefit the child.

The aesthetic education of preschoolers in kindergarten can be organized by different forms and classifications:

on the principle of management of activities - under the direct and indirect guidance of the educator;

in the number of children - frontal, subgroups, individual;

by type of activity - classes, theatrical games, excursions, holidays.

Depending on the form of organization of activity, methods change. For example, in the classes of fine art, the educator can give accurate instructions, show or suggest the guys to search for ways to perform. Or when learning poems and songs after execution, their adults can be held a conversation about artistic qualities, content, apply visual aids, ask for children to repeat the text to memorize. For the classes on the modeling, the teacher teaches techniques to help children themselves fold the figure. Those. An adult contributes to independent activities of children, he pushes to actions and corrects errors.

Also, methods depend on the age of children. Younger children entitled to the beautiful, the teacher shows, draws attention to items, discusses them with children. Older children adult encourages the surrounding "conversion" of the world under his leadership. So apply methods of planning activities, observation, independent actions.

To accurately determine the methods of aesthetic education are quite difficult. But you can classify a number of particularly efficient methods:

the method of belief is aimed at the formation of aesthetic perception, assessment, initial appearance of taste;

the method of teaching, exercises - to acquire the skills of culture of behavior;

the method of prompting to empathy, emotional responsiveness for the beautiful and ugly in the surrounding world;

the method of problem situations is pushing to creative and practical action.

To form artistic abilities of preschoolers, there is a single pedagogical condition - transfer to all children of equal actual data and conditions for the development of data in various fields of art. The creation of the highest spiritual need is based on the development of art abilities and abilities. Without effort from the child, a holistic creative personality and high aesthetic principles cannot be formed.

The tasks of aesthetic education are divided into several groups. Each group corresponds to their methods. The first group is aimed at familiarizing children with art, on the formation of aesthetic taste, the perception of the beautiful. To solve these tasks, such methods are used as a pedagogical show, description, explanation, example.

The show is used in the initial stage of learning. It is important that the attention of children focuses on the feature showing, for this, the educator must accommodately approach the choice of this object. The educator should own ways to transfer feelings, be able to show their attitude when using these methods.

The desire of children to imitation is based on the example method. The example of the tutor is of particular importance for the child - looking at the teacher, the child is aware of the meaning of a socio-moral attitude.

The second group of tasks is aimed at the formation of skills in creative activity. Practical methods are used: exercise, search situations. Exercise is applied to the development of practical skills. To find the children of independent conclusion and explanation of the aesthetic object, the method of search situations is used.

The general rule of the choice of methods is to maintain the desire for children to create an object of art with their own hands, for this, the educator must choose creative tasks.

2. Study of pedagogical experience on the aesthetic education of preschoolers

.1 Description of the aesthetic education programs in kindergarten

After examining the pedagogical experience on the aesthetic education of preschoolers, you can select multiple programs.

Program for the development and education of children in kindergarten "Childhood" V.I. Loginova, T.I. Babayeva, N.A. Not carnaya developed by the team of teachers of the Department of Preschool Pedagogy RGPU. A.I. Herzena from the position of humanistic pedagogy. The content of education and education of preschool children, developed on the basis of the achievements of classical and modern pre-school pedagogy, is presented.

This program is addressed to educators of preschool institutions of various types, students and teachers of pedagogical universities, colleges, colleges. This program was based on the theoretical views of the St. Petersburg (Leningrad) Scientific School of Education to the essence of the child's development during preschool childhood, the requirements for the content of the educational program for kindergarten and the way it is implemented in the pedagogical process.

The task of pre-school education consists not to maximize the acceleration of the child's development, not in the forcing of the deadlines and the rates of translating it to the "rails" of school age, and, above all, in creating every preschooler conditions for the most complete disclosure of its age capabilities and abilities. Those. The task of the program is to awaken the creative activity of children, stimulate imagination, the desire to be included in creative activity.

The purpose of the "Childhood" program: enrichment of the development of preschool children, ensuring a single socialization process - individualization of the individual through the awareness of their needs, opportunities and abilities.

The process of development of the preschooler is carried out successfully subject to its active interaction with the world. The motto of the program: "Feel - understand - to create." These words define three interrelated lines of the child's development, which permeate all sections of the program, giving it integrity and a single orientation.

Program tasks:

awakening the creative activity of children; Activation of imagination, the desire to engage in creative activities;

promoting development in children independence, mastering various ways of action;

educating the benevolent relationship of children to the surrounding, emotional responsiveness to the state of other people, good feelings for animals and plants;

development of the interest of children to cooperation, skills of speech and activity communications with adults and peers;

promote the development of imagination and creative manifestations of children, interest in participating in gaming and artistic activities with elements of creativity, joy from the realization of their ideas and desires.

The program of the artistic - aesthetic education and development of children in kindergarten "Creativity" A.I. Smolyar, p.p. Barynkina is the result of experimental work by the team of teachers of the SSPU. The program is addressed to teachers of pre-school institutions of different types, students of pedagogical universities, colleges, schools and parents.

The program consists of five sections:

the main provisions, in accordance with which the process of artistic - aesthetic development of a child in a kindergarten is directed;

dedicated to the musical sphere of art;

dedicated to theatrical sphere;

the visual sphere;

dance and plastic sphere.

Objectives of each section of this program:

the first section is the formation of aesthetic attitude to the world, the ability to perceive the sensual appearance of things and phenomena as an expression of internal life, in something related person;

the second is the awakening and development in children of aesthetic attitudes towards the world, encouraging them to create musical images;

the third is the formation of sustainable interest in the theater as a synthetic type of art and the development of children's ability to self-expiration through a wide range of theatrical agents;

the fourth is to develop the ability to perceive the works of art, folk art, to the creative development of the foundations of people's decorative arts;

the fifth is the awakening and development of aesthetic attitude to the world, which encourages the creation of dance images, the development of plastics and expressiveness of gestures and movements.

The tasks of the Creativity program are:

teach children to notice the variety of sensual properties of objects;

to teach children to see in specific sensory signs of items and phenomena not "external" signs, but an expression of internal state, mood, character; create an installation on such perception of the world in artistic activities;

contribute to the accumulation of musical - auditory ideas and intonation experience of children, which will help the development of the ability to emotional contact with the content of musical works;

correct defects for the development of attention, perception, speech, hearing, coordinate musical hearing, voice and movement;

to identify in children the presence of common creativity and their individual elements (attention, imagination, fantasy, memory, observation, etc.) and create conditions for their correction and harmonic development;

contribute to the elimination of physical and mental "clamps", to educate confidence in their forces;

develop the need and ability to express oneself in dance and plastic movements;

adjust the defects of the motor apparatus and children's enclosures, create conditions for setting the right household gait, form a good posture skill, preserve the natural grace of the main movements;

create a basis for the perception of various genres of visual and decorative - applied art: landscape, still life, thematic composition, spatial plastics;

teach children emotionally evaluate the characters and items depicted, create an expressive characteristic of the image with the help of forming elements, visual and plastic products;

other.

"The program of upbringing and learning in kindergarten" edited by MA Vasilyeva is a developed and supplemented option "Programs of Education and Training in kindergarten" printed in 1985. It is designed for educators, methodologists, heads of kindergartens.

The program is based on the principle of culturality. The implementation of this principle will ensure the accounting of national values \u200b\u200band traditions in education, the disadvantages of spiritually moral and emotional education of the child will fill. Education is considered as the process of acquiring a child to the main components of human culture (presentation, knowledge, morality, art, work).

The purpose of the program is to create favorable conditions for a complete residence of a child of preschool childhood, the formation of the basic culture of the personality, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing a child for life in modern society.

Program tasks:

caring for health, emotional well-being and timely comprehensive development of each child;

creation in the atmosphere groups of humane and friendly attitudes towards all pupils, which will make them grow by sociable, kind, inquisitive, initiative, seeking independence and creativity;

maximum use of a variety of types of children's activities; their integration in order to improve the effectiveness of the educational process;

creativity (creative organization) of the process of upbringing and learning;

the variability of the use of educational material, which allows to develop creativity in accordance with the interests and inclination of each child;

respectful attitude to the results of children's creativity;

ensuring the development of the child in the process of upbringing and learning;

coordination of approaches to raising children in a pre-family and family. Ensuring the participation of the family in the life of groups of kindergarten and pre-school institution as a whole;

compliance with the continuity in the work of a kindergarten and elementary school, excluding mental and physical overload in the content of the education of a child of preschool age.

The program is drawn up by age groups. It covers four ages of the physical and mental development of children:

early age - from birth to 2 years old (first and second early age groups);

junior Preschool age - from 2 to 4 years (the first and second younger groups);

middle age - from 4 to 5 years (middle group);

senior preschool age - from 5 to 7 years old (senior and preparatory to school group).

In each section of the program, the age characteristics of the age characteristics of the mental and physical development of children are given, the general and special tasks of education and training, the features of the organization of children's life, are provided for the formation of the necessary ideas, vital skills and skills in the learning process and their development in everyday life.

The program has developed the content of children's holidays, entertainment and leisure. Approximate levels of development are identified, which reflect the achievements acquired by the child by the end of each year of stay in the preschool.

The program is accompanied by literary and musical works, didactic and moving games recommended for use in the pedagogical process.

2.2 Analysis of the aesthetic education programs in kindergarten

All authors of the analyzed programs converge in the fact that the impact of art on the preschooler. Teachers who worked on the creation of the "Childhood" program believe that such activities as visual, artistic - theater activities, child labor occupy a special place in the upbringing, since it is precisely in these activities that there is an active intellectual and emotional - personality development. According to the authors of the "Program of Education and Training in kindergarten" artistically, aesthetic education is aimed at developing a child of love for the beautiful, enrichment of his spiritual world, aesthetic feelings and is also extremely important for the child. The authors of "creativity" suggest art as the basis of the vital activity and life of the child.

Despite the fact that all three programs are no longer modern programs, they are still relevant. "Childhood" and "Program" are one of the most used. "Program" enjoy 96% of all kindergartens throughout Russia. This is a new edition of the program. It preserved the best traditions of domestic pre-school education, namely: a comprehensive solution to the tasks for the protection of life and to strengthen the health of children, comprehensively education, organization of different types of children's creative activities; Relighted from political and ideological installations, from ideas ignoring spiritual and universal values, from cruel regulation of knowledge of children and subject centristry in training. However, with all changes, the most important didactic principle of developing learning, based on the scientific situation of L.S. Vigotsky, was preserved, which properly organized training "leads". The main criterion for selecting software is its educational value, a high artistic level of the works of culture (classical, both domestic and foreign), the possibility of the development of the comprehensive abilities of the child at every stage of preschool childhood. The program identifies ways to solve the problems of moral education: the valid attitude of the teacher to each child, emotionally - positive communication between children with each other, the organization of the daily joint creative activities of children and adults. Based on these principles, the educator forms in children social and communication skills and skills, friendly feelings, collective relationships, creates favorable conditions for the education of responsiveness, sympathy, care, kindness. From the pedagogical mastery of every teacher, his culture, the degree of common development, which will reach the child, and the degree of moral qualities acquired by them. Taking care of the health and comprehensive education of children, teachers of pre-school educational institutions together with family should strive to make a happy childhood childhood.

The idea of \u200b\u200bcreating an educational program "Childhood" belongs to V.I. Login. Under her leadership, a draft variable program was developed, the presentation of which was held in the spring of 1991. The final preparation for the publication of a comprehensive educational program of education and development of children of preschool age "Childhood" was carried out by the copyright team in the following years under the guidance of T.I. Babaeva. According to the authors of this program, the preschool age is a bright, unique page in the life of every person. It is during this period that the socialization process begins, the relationship of the child with the leading areas of being is established: the world of people, nature, the substantive world. There is an introduction to culture, to universal values. Foundation of health is laid. Preschool childhood is the time of the initial formation of the personality, the formation of the basics of the identity and individuality of the child. This is a program of enriched development of children of preschool age, providing a single process of socializing individualization of the individual through the awareness of his needs, opportunities and abilities. The authors of the "Childhood" program make an emphasis on the admission of children to good, beauty, non-violence, for it is important that the preschool age becomes time when the child awakens the feeling of his relationship to the world, the desire to make good deeds and acts, to participate in environmental protection. For the authors of the program, the perfect kindergarten is a warm house, where the family atmosphere reigns, where children play, listen to fairy tales, participate in classes, work, communication. When building a pedagogical process, the main educational content of the "Childhood" program teachers are carried out in everyday life, in collaborative activities, by integrating natural activities for a preschooler activity, the main of which is the game.

The program "Creativity" is the result of experimental work in kindergarten No. 39 of Novokuibyshevsk and teachers of the Department of Pedagogy and the techniques of the artistic education of Samara Pedagogy. It is aimed at artistic - aesthetic education of preschool children. The basis of the construction of the program is the acquisition of children to the origins of folk art. The basic basis for the implementation of this program is a section containing the provisions in accordance with which the process of artistic - aesthetic development of the child is sent. In this section, it is noted that the content of the upbringing has been drawn to folk traditions, folk creativity, because The compilers believe that the living spring of the folklore will help "the little man to understand his native people, to become a spiritual heir of his traditions." The second, third, fourth and fifth sections of the program are devoted to the introduction of a child in various fields of art: musical, theatrical, visual and dance-plastic. The basis of each section is the general ideas that reflect the views of the authors for preschool childhood, the features of the assignment and creation of culture by the child, his personal formation.

By drawing up a table for selected programs, you can come to the conclusion that the most complex of them is "childhood" and "program" ed. MA Vasilyeva. These programs are designed for physical and speech development, labor, social, environmental education, which is essentially used to educate the aesthetic taste, consciousness and morality. These programs offer approximate goals and objectives for such classes as an Obzh, the basics of hygiene, speech development surrounding the world, game activity, the basics of mathematics, and, among other things, artistic literature, music and visual art.

Structure. Only these two programs are also considered over age criteria. The "Creativity" program is divided into several other principles - by types of creative activities. This, in my opinion, is not quite rational, because In each age group, it is impossible to apply their characteristics and the same objects and objectives for children of different age groups. In "Childhood" and "Program" M.A. Vasilyeva to each age group gives a detailed characteristic. In the "childhood", the result is also supplied - what the child should be able to the end of each period.

The program contains such a chapter in each section as "the organization of the life of children", which includes such important items as approximate day of the day and education when conducting regime processes . These parties are valuable in that with their help, they can be aware of how to lead the process of upbringing in hours outside of classes.

Conclusion

To carry out a detailed analysis of the pedagogical literature and draw conclusions to us allowed the theme of aesthetic education quite widely considered in the domestic literature.

Aesthetic development is in an important place in the process of education, it is brought up with the aesthetic qualities of a person, and the personality as a whole - spiritual needs, moral ideals, and world. These parties of a person are formed under the influence of various reasons. Nature, Labor, Environment: Family, relationships between people - everything has an educational value, all this can be beautiful. Art is also a means of aesthetic education as a leading expressant "beautiful."

The impact of an excellent personality can occur spontaneously and purposefully. An important role at the same time playing kindergarten. Analyzing the program, I concluded that the main means of aesthetic education is the art existing in the training planes of a kindergarten in the form of visual arts and music. The literary, artistic or musical work has a great power of emotional influence, which is a means of becoming an aesthetic qualities of a child, receiving penetration into the consciousness of the preschooler.

Now you can answer the question, delivered at the beginning of this work - "With the help of the analysis, what programs are most universal and useful for the educator." So, the "most universal and useful" programs is, in my opinion, "the program of upbringing and training in kindergarten" edited by MA Vasilyeva and the program for the development and education of children in kindergarten "Childhood" V.I. Login and other, because They, despite their already large age, do not lose their relevance and are shown in the complex with the whole educational process.

The considered programs among the few existing in the piggy bank of pedagogical experience, but, in my opinion, the most brightly reveal and express the goals and hypothesis of this study.

Literature

aesthetic education preschooler program

1.Likhachev B.T. Pedagogy. Course of lectures: Tutorial for students of pedagogical educational institutions and listeners of IPCs and FPK - M.: Prometheus, Yuraight, 1998. - 464 p.

2.Collection of articles "Aesthetic education in kindergarten", ed. ON THE. Vetryogina, M., 1978.

.Aesthetic education and development of preschool children. Tutorial for students of higher pedagogical educational institutions / E.A. Dubrovskaya, TA Kazakova, N.N. Yurina and others. Ed. E.A. Dubrovskaya, S.A. Kozlova. M., Publishing Center "Academy". 2002 - 256 p.

.Kazanova T.G. Fine activities and artistic development of preschoolers. M., 1983.

.The program of upbringing and learning in kindergarten / ed. MA Vasilyeva, V.V. Herb, TS Mosquito. - 3rd ed., Act. and add. - M.: Mosaic - Synthesis, 2005. - 208 p.

.Childhood: Program for the development and education of children in kindergarten / V.I. Loginova, T.I. Babayeva, N.A. Notkin etc.; Ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurovich: ed. 3e, recycled. 244 c. SPB: Childhood-Press, 2004.

.Creativity: The program of artistic - aesthetic education and development of children in kindergarten / A.I. Smolyar, p.p. Barynkin, V.P. Yurikova, T.S. Schaleareva et al. Samara: Samgpu Publisher, 1998. - 92 p.

application

The name of the ProgramThe ProgramPrigner Instructure "Program of Education and Training in kindergarten" ed. MA Vasilyeva (Moscow). Comprehensive development of mental and physical qualities from birth to 7 years in accordance with their age and individual features. - Caring for the health and emotional welfare of the child; - Creating in groups of a benevolent and humane atmosphere; - Using a variety of types of children's activities, gradual integration; -creativity; -Avatability of the use of educational material; -The importance to the results of children's creativity; - the development of the child in the process of upbringing and learning; - compute the continuity in the work of kindergarten and elementary school; -Coordination of approaches to upbringing in the conditions of the DOW and Family. Fight education of the child from the first years of life of a humane attitude towards the world, love for native family, home, edge, city, village, homeland, respect for people of different nationalities, state symbolism (hymn, Coat of arbum, flag of the Russian Federation). According to age groups: - the first age (from birth to 2x years): the first and second group of early development; -Lowered preschool age (2 - 4 years): the first and second younger groups; -The average age (4-5 years old): the middle group; -start age (5 - 7 years old): senior and preparatory group. "Creativity" (Samara) artistically - aesthetic education of children of preschool age. Objectives of each section: 1. Forming aesthetic attitude to the world, the ability to perceive the sensory appearance of things and phenomena; 2. Trying and development of aesthetic attitude to the world, encouraging children to create musical images; 3. Formation of sustainable interest in the theater as a synthetic type of art and the development of the ability of children to self-expression; 4. Clean the ability to perceive the works of art, folk art; 5. The entry and development of aesthetic attitudes towards the world, which encourages the creation of dance of gestures and movements.1. To ensure children to notice the variety of sensual properties of objects; 2. Above the accumulation of musically - auditory ideas and intonation experience of children; 3. Fix the defects of the development of attention, perception, speech, hearing; 4. Create in children the presence of common creativity and their individual elements and create conditions for their correction and harmonic development; 5. Relieve confidence in their forces; 6. Ride the need and ability to express yourself; 7. Create the basis for the perception of various genres of art; 8.Ard children emotionally evaluating the world around. Creative emotional and moral development of a child, the development of its motivational - most important sphere. From sections: -Nouristic provisions of the program; -music; -Teatral art; -Remick and dance; -Read art. "Childhood" ed. T.I. Babayeva (St. Petersburg). - Disclosure of the age potential of the preschooler; - Healthy lifestyle; - Socialization; - Meeting to universal values; - form aesthetic attitude towards the world by means of art; -Forning artistic abilities; - development of children's creativity. - Development of emotional responsiveness; refurbish the development of cognitive activity, curiosity; -tention fixing physical and mental health, the formation of the main motor and hygienic culture. Creating an emotionally comfortable condition and favorable conditions for positive personal qualities. According to the steps of preschool age: - put the step - 3-4 years; -The average step - 5 years; -star step - 6-7 years.

Tutoring

Need help to study what language themes?

Our specialists will advise or have tutoring services for the subject of interest.
Send a request With the topic right now, to learn about the possibility of receiving consultation.