Aesthetic education of preschoolers is the organization of the life of children within the family and preschool educational institutions, which contributes to the formation of knowledge and ideas about beauty in the child, the development of the ability to see beauty in everything that surrounds him.

A person already at an early age begins to see the beauty of toys, music, notices bright colors around him. However, the artistic and aesthetic development of preschool children cannot be imagined without the comprehensive work of educators and the presence of an educational environment.

In most preschool education programs, aesthetic education is given one of the leading places, the only difference is in the name of the approach. The importance of this area can hardly be overestimated. A child deprived of aesthetic development at an older age will hardly be able to prove himself in work that requires a creative, inspired approach.

The famous Russian classic AP Chekhov once said: "Everything in a person should be beautiful: face, clothes, soul, and thoughts." This is the result of competent artistic and aesthetic education of preschoolers. A child should be able to see, appreciate, create beauty, and also be “beautiful” himself, that is, be a spiritual, humane, moral and harmonious person.

Targets and goals

The purpose of the artistic and aesthetic education of preschoolers is to instill in the child a culture that consists of a number of components:

1. Perception is the ability to feel the beauty in all its manifestations.
2. Feelings - the ability to emotionally evaluate beauty.
3. Needs - the desire to experience aesthetic emotions from the perception of beauty.
4. Tastes - the ability to analyze the beautiful, based on the developed aesthetic ideals.
5. Ideals are a personal assessment of the beauty of nature, man, and culture.

The tasks of aesthetic education of preschoolers include:

• development of a harmonious personality;
• formation of the ability to notice and appreciate the beauty around;
• assistance in the formation of personal tastes and ideals;
• creating conditions for the artistic and aesthetic development of preschoolers.

Achievement of the goal is based on certain means and methodological techniques.

Means of aesthetic education:

• painting, sculpture;
• theater, cinema;
• architecture (design, architecture);
• fiction;
• TV, press;
• musical compositions;
• the world.

Methods of aesthetic education:

• personal example and experience;
• colloquial forms;
• classes within the framework of the preschool educational institution;
• excursions;

The fundamental method is a personal example (of a teacher or parent), since it is the adult who lays down the ideals that will later become the basis for the formation of aesthetic feelings.

Aesthetic development of preschoolers is a process that includes not only the work of educators, but also the active participation of parents. This is an ongoing activity, the basis of which is primarily set by the family.

Aesthetic development in the family

A child's acquaintance with the world begins with mom and dad. They are the first and foremost aesthetic ideals.

Family aesthetic education includes:

1. Personal example of parents. This includes the appearance, clothing, neatness and grooming of adults, as well as the manner of communication and education of parents. The child quickly adopts the family criteria for beauty and can hardly change if, for example, from childhood he heard obscene language or walked in dirty clothes.
2. Education of musical taste. It starts at an early age, when my mother sang lullabies and fervently told nursery rhymes. As the baby grows up, it is important to sing children's songs with him, turn on classical music at home.
3. Artistic activity of preschoolers. The most important aspect of aesthetic development both in the family and in the preschool educational institution. It is necessary to give the child the opportunity to express his thoughts and emotions on paper, in various techniques (felt-tip pens, paints, pencils), so the baby will get acquainted with colors and their combinations, learn to see the shape, evaluate the size.
4. Reading of books. Often, children ask their mother to read a bedtime story, so they get acquainted with the wealth and beauty of the Russian language, learn to use the word as a tool for expressing feelings and emotions.
5. Conversations. During emotional conversations, the child learns and adopts the experience of the parents, asks questions about the world around him. Allow time for aesthetic developmental conversations.
6. Life aesthetics. It consists in the renovation of the apartment, design solutions, in the decoration of the living space (paintings, flowers, etc.), cleanliness and order. An aesthetic developmental environment is required.

1. Aesthetics of the environment (live plants, furniture, color scheme of play rooms, cleanliness and order).
2. Independent art activities (free creativity classes by means of arts and crafts).
3. Classes with a teacher (development of tastes and ideals under the supervision and sensitive guidance of a mentor).

There are some features of the aesthetic education of preschoolers in preschoolers. In contrast to the home environment, the implementation of creative activities occurs among peers and under the guidance of a competent mentor. This motivates the child to do everything better, to be praised, singled out from the rest. If at home a child often gives up at the first failure, then in kindergarten, looking at the example of other children, he will look for ways to cope with the task. Therefore, creative and aesthetic activities should be carried out precisely in the preschool educational institution.

For this, the educator must clearly understand what creativity is and what competencies and skills the child must acquire as a result.

Indicators of creative activity (according to I. Lerner):

• the ability to use old knowledge in a new situation without outside help;
• the ability to find and apply new functions of an already known object;
• the ability to see problems in a standard situation;
• the ability to combine previously known methods into a new one.

The teacher should encourage the child for showing independence, in no case should they scold if children, for example, start to draw a bouquet instead of one flower. A relaxed atmosphere and some relaxation of discipline are important - let the preschoolers talk, go to the window or a stand with toys. Then the aesthetic education of preschoolers will take place for the child with joy and inspiration.

Nature as a means of developing aesthetic tastes

Nature is the most important aesthetic environment. The sooner acquaintance with nature occurs, the deeper the impression it will leave in his heart, predetermining further spiritual development. Everything is important here: walks, acquaintance with the world of animals and insects, flowers and trees, works of children's writers and poets, art paintings, conversations and classes in the kindergarten.

The child should see by what laws nature develops, how the seasons change, how the weather, plants, animals change. It is important to point out to the child the beauty of these processes and phenomena and consolidate them in the classroom using a creative task. For preschool children, it is the animal world that is of particular interest: pets, wild predators, butterflies and ants.

In the stories of E. Charushin and V. Bianchi, in a realistic narrative, animals are presented as people, with their own characters and moods. Children are happy to listen to such tales, and later draw their heroes, which helps to develop the artistic and creative abilities of preschoolers.

It is necessary to organize meetings with animals for children. It could be a zoo, a farm, or a circus. It is good if the family has a pet. The same goes for the plant world. The more time a child spends in the eco-environment, the more inspiration he will have for creativity.

The artistic and aesthetic development of preschoolers can only be carried out in continuous connection with environmental education. This integration contributes to the formation of the child's skills in analysis, synthesis, comparison, the development of imagination, a positive and moral attitude towards both nature and culture.

The result of aesthetic education within the framework of a preschool educational institution in areas

Any activity of a teacher in the artistic and aesthetic education of preschool children should bring results that meet the requirements of the educational program. The programs clearly state what the child should be able to and know. Aesthetic education of preschoolers can be classified in several directions.

Direction 1. Perception of art and reality:

• see and appreciate the beauty of works of art, nature, surroundings, be able to express positive emotions in relation to them;
• know several composers, artists, writers and their works;
• be able to use expressions in art (theatrical: voice, facial expressions, intonation, posture, gestures; musical: rhythm, tempo, dynamics; artistic: composition, color, form);
• know the folk culture: songs, nursery rhymes, riddles, proverbs, sayings.

Direction 2. Development of artistic and creative abilities of preschoolers:

• be interested in several types of art and show their own initiative in the teacher's creative ideas;
• independently create creative works in any kind of art;
• be able to objectively assess their own creativity, compare it with the results of their peers, discuss it and strive to develop in this direction.

Direction 3. Fine art:

• know, name and draw shapes of objects;
• know the colors of the rainbow and their main shades;
• know what materials are used for painting.

Direction 4. Musical development:

• have a desire to listen to music and sing;
• to distinguish the dynamics, pitch and rhythm of sound;
• determine the mood of the music;
• know the names of the notes and be able to sing them;
• perform simple melodies on children's instruments.

Direction 4. Architecture and design:

• know what architects are doing;
• see the beauty of the forms of architecture;
• be interested in paper crafts;
• have a desire to decorate rooms for the holidays.

Aesthetic education is a long and difficult process that involves both parents and educators. It begins at birth and continues throughout a person's life.

Surkova I.A.
Visual activity as a leading discipline of aesthetic education and artistic development of children

"Visual activity as a leading discipline of aesthetic education and artistic development of preschool children"

Abstract - the article is devoted to "Visual activity - as the leading discipline of aesthetic education and artistic development of preschool children." Problem solving is relevant in the article child development of different age categories in an educational institution through an organization visual activity, which is currently considered as significant from the point of view personality development, her creative abilities, initiative, independence, the formation of life attitudes and aesthetic education.

Education today refers to culture, spirituality, art as the dominant of a harmonious human development... Culture perceived as the most important factor in the spiritual renewal of society as a whole and a separate personality. In our DSHI, Stroitel, in 2009, a department of early aesthetic development for children, parents who wish to introduce their child to the world of beauty from an early age. The curriculum of the department of early aesthetic development of children aim to form artistic abilities of childrenwhere the irreplaceable foundation of a preschooler is development of its potential, both in the field of music, dance, singing, and in the field visual arts... For development ability in the arts early age is crucial. The preparation received by the child during the preschool period helps to successfully develop and be more responsive and spiritually developed. Art education of children preschool age should be aimed at forming aesthetic relationship to reality, on artistic development - creativity, for familiarization children with the universal language of art - means artistic expression... When forming the figurative thinking of a preschool child, it is important to reveal his creative potential, which will later become the basis for development creative giftedness. A stimulant of this development advocates arts education... IN art education for children the central place is given to the ability to perception of artistic works and the independent creation of a new image (in drawing, modeling, applique, which is distinguished by originality, variability and flexibility. In different types visual activity the teacher solves specific problems due to age characteristics. This is determined by the growth of the child's physical capabilities, especially active development small muscles of the hands, a change in the psychological position and the feeling of older preschoolers of adulthood, the desire to show their individuality.

Visual activity is very important for children, not even so much for mastering the ability to draw as for development of general abilitiesthat will appear in the future in any form activities... Through visual activity there is an intensive development of aesthetic worldview, development of intelligence, morality, creativity. All children who are engaged artistic activities, have a different attitude to the surrounding world. Children are more emotionally able to feel the beauty of nature, they are more sensitive in human relationships. Try to spend more time with your baby. Draw more, sculpt with your child!

You need to support your child in drawing, even basic ones in your opinion. "astrakhan" on a piece of paper. Can be seen in these "Doodles" the sun or some chicken. I advise parents to support any initiative. But the child took a piece of plasticine and blinded something that looked like a ball.

Play this moment with your child. Be surprised and rejoice with him! Encourage the desire to mold something yourself from plasticine or draw on a piece of paper, because this develops imagination, reinforces the child's interest in activities.

Visual activity is associated with aesthetic activity.

Aesthetic activities Is a spiritual-practical, emotionally rational activity of a person, the content of which is the construction of an individual picture of the world through the creation of expressive artistic images, and the goal is to harmonize your relationship with the world, modeling the image "I"forming the self concept of the creator.

Aesthetic development - process and result development the ability to see the beauty of the surrounding world.

Emotional stages development:

A child 3-4 years old is emotionally happy depicting familiar objects, which he recognized in the picture, but not yet in the image. The motive for the assessment is substantive or everyday in nature (for example, chose "Such a postcard, because there is none yet", because "Delicious apple")

A child by the age of 5 begins not only to see, but also to realize those elementary aesthetic qualities in the work that make the picture attractive to him. Children can receive elementary aesthetic enjoymentevaluating in the picture how beautiful color, color combination depicted objects and phenomena, less often form and compositional techniques.

Children 6 years old rise to ability perceive morethan inherent in external signs depicted subject... The child captures an intrinsic characteristic artistic image.

A modern look at aesthetic education child assumes the unity of the formation aesthetic attitude to the world and artistic development means of various types fine and decorative and applied arts in aesthetic activities... IN aesthetic education, the leading activity of children is an artistic. The developing nature of aesthetic education will take place on condition that children master generalized (typical) and in independent ways artistic activities, necessary and sufficient in all types visual activity.

Artistic activity Is activity specific in its content and forms of expression, aimed at aesthetic exploration of the world and development creative giftedness of the child through art. During visual activity conditions are created for development of aesthetic and emotional perception of artthat contribute to the formation aesthetic relationship to reality.

To form methods of visual and tactile examination of various objects for enrichment and clarification perception peculiarities of their shape, proportions, color, texture.

Tasks artistic and creative development of children 4 years old

Learn children find a connection between objects and phenomena of the surrounding world and their images in figure, modeling, applications. Learn "Enter the image".

Meet children with a folk toy (Filimonovskaya, Dymkovskaya, Semenovskaya, Bogorodskaya) to enrich visual impressions and show a conventionally generalized interpretation artistic images.

Conduct lessons in a playful way with the participation of folk toys to create children festive mood.

Learn children to see an integral artistic image in the unity of the pictorial- expressive means of coloristic, compositional and semantic interpretation.

Create conditions for independent development by children of methods and techniques images familiar items based on available means artistically-shaped expressiveness (color, spot, line, shape, rhythm, dynamics) in their unity;

Encourage children independently choose ways images when creating expressive images, using mastered techniques for this; develop children's perception, to form an idea of \u200b\u200bobjects and phenomena of the surrounding reality, to create conditions for their active cognition and on this basis to teach children:

Display your ideas and impressions about the world around you using available graphic and pictorial means.

Continue to teach to draw with pencils and felt-tip pens - draw lines (vertical, horizontal, wavy, curves) and close them into shapes (rounded and rectangular, thereby creating expressive images;

Continue to acquaint children with paints and form the skills of drawing with a brush (gently moisten and rinse, draw paint on the pile, run the brush along the pile, draw lines, draw and paint closed forms); learn to create one-, two- and multi-color expressive images;

Transfer children from drawing-imitation to independent creativity.

Tasks artistic and creative development of children 5 years old... Features of this age also necessitate the reinforcement of any productive species. action by word, plastic movement, playing. Without this, it is difficult for a child to reveal the conceived image, to explain the desired action.

Maintain interest children to folk - decorative arts (Dymkovskaya, Filimonovskaya, Bogorodskaya toys, Semyonovskaya or Polkhov-Maidan nesting dolls);

Expand the topic of children's work in accordance with the content of the section "Cognitive development» ; maintain desire portray familiar household and natural objects (dishes, furniture, vehicles, vegetables, fruits, flowers, trees, animals, as well as natural phenomena (rain, snow) and bright events of public life (holidays); teach yourself to find simple plots in the surrounding life, fiction; help to choose the plot of teamwork;

Pay attention children on the figurative expressiveness of various objects in art (things created by the hands of folk craftsmen, furniture, dishes, clothes, toys, etc.); to learn to notice the general outlines and individual details, contour, color, pattern; to show, from what parts multi-figure compositions are composed, how differently the same object looks from different sides;

Encourage

Learn to convey characteristic features depicted objects(the city house is high, multi-storey, stone, and the village is low, one-storey, wooden);

Introduce the color scheme, composition options and different locations pictures on a sheet of paper:

- develop in children the ability to convey the same form or image in different techniques (depict the sun, flower, bird in the picture);

Combine different techniques visual activity(drawing, application, (for example, plots "Our garden", "Our aquarium").

Maintain interest in new content words: « artist» , "Museum", "Exhibition", "picture", "sculpture";

Conduct collective work ( "Golden autumn", "Colored umbrellas"), learn to coordinate your actions with the actions of other older children(under the guidance of an adult);

Advise parents on how to organize at home visual activity of the child.

Show respect for artistic the interests and work of the child, take care of the results of his creative activities.

Create conditions for independent artistic creation.

Tasks artistic and creative development of children 6 years old

Preschooler in his aesthetic development goes from an elementary visual-sensory impression to the creation of a more complex original image (compositions) simple figuratively- expressive means. Moving from a simple image-representation to aesthetic generalization, from perception an integral image as a single one to the realization of its inner meaning and understanding of the typical is carried out under the influence of adults who pass on to children the foundations of culture. Based on this, the teacher sets himself and creatively implements a whole range of interrelated tasks.

Meet children with works of different types of art (painting, graphics, folk and decorative and applied arts, sculpture) to enrich visual impressions, form aesthetic feelings and assessments;

Pay attention children on the figurative expressiveness of various objects in art, natural and everyday environment. These are things created by the hands of folk craftsmen, architectural structures, natural landscapes, specially designed rooms, furniture, dishes, clothes, toys, books, etc., to learn to notice general outlines and individual details, contour, color, pattern; to show, from what parts multi-figured compositions are composed, how differently the same object looks from different sides;

Encourage to embody children in artistic form their ideas, experiences, feelings, thoughts; support personal creativity;

Enrich content visual activities in accordance with

tasks of cognitive and social child development senior preschool age; initiate the choice of stories about the family, social and natural phenomena (Sunday in the family, favorite holidays, means of communication in their attribute embodiment, a farm, a zoo, a forest, a meadow, an aquarium, heroes and episodes from your favorite fairy tales and cartoons);

Learn children correctly select the content of the picture. For example, to inhabit the forest with animals, birds and a reservoir; the desert by the corresponding inhabitants, and in the meadow portray daisies, cornflowers, bells;

Maintain a desire to convey the characteristics of objects and phenomena based on ideas and observations. As a result of examining reproductions, photographs, illustrations in children's books and encyclopedias (the golden cockerel has a multi-colored tail, bright red comb and beard) reflect in their works generalized ideas about the cyclical nature of changes in nature (landscapes at different times of the year);

To improve pictorial skills in all kinds artistic activities... Continue learning to submit the form depicted objects, their characteristic features, proportions and mutual arrangement of parts; convey simple movements (the bird flies, the doll dances, the cat sneaks up on the mouse) ; when creating a plot, convey simple semantic connections between objects, try to show the spatial relationships between them (near, side, top, bottom, using the horizon line as a guide;

To support the desire to independently combine familiar techniques, to help master new ones, to combine different methods on their own initiative images;

Improve the technique with gouache paints (mix paints to get new colors and shades, confidently use a brush;

Skillfully draw lines in different directions, in decorative drawing, create pattern elements with the entire nap of the brush or the end); teach to paint with watercolors; to show the possibility of color solution of one image using several colors or their shades.

In drawing, modeling, application at children develop an interest in artistic and creative activities, the desire to create a beautiful picture, it's more interesting to come up with it and do it as best as possible. Thus, the basis aesthetic attitude and artistic development preschooler make up "three whales" - emotionality, interest and activity in work.

The main thing in visual activity to develop students have creativity, thinking outside the box, individuality. Taking into account age characteristics in order to achieve this goal, it is necessary to solve the following tasks:

Formation of the ability to experiment with different materials and tools

Learn to plan your activity: to conceive an image, to select materials and tools, to achieve the set goal;

Promote development pictorial manual skill technician;

-develop compositional skills, curiosity;

-foster independence, initiative, creativity, aesthetic taste... When completing tasks, we will see the expected results:

Increased interest children to visual activities when organizing a work circle;

Transfer of acquired knowledge and skills to independent activities of children;

Ability to use non-traditional painting techniques.

To increase interest children in art lessons art we used integration areas: musical education, artistic creation, communication, cognition, etc. We offer samples of finished works, hint schemes, creative albums with assignments, didactic games, electronic manuals. It is easier for a small child to express their experiences with visual activity... To improve pictorial I teach skills in my work children shape perception, colors, rhythm aesthetic presentation, through the game forms. For development children's creativity and mastery visual activities take into account the interests of children... Of particular interest to children the ability to combine different methods, techniques and materials in works. For example, the application can be supplemented with drawing and vice versa; different ways of getting an image in applique - they can create a certain shape by cutting them off with their fingers; different ways of obtaining an image in sculpting, modeling the shape by hand, cutting with a mold; use of additional materials in sculpting - buttons, seeds, grains, etc.

To achieve the expected results, I carry out the following work with parents:

I design exhibitions

I provide consultations, for example, “How to organize visual activity with a child at home»

Output: preschool age is a special age for aesthetic education... It is at this age that the child's attitude to the world is formed and development of essential aesthetic qualities of the future personality. Comprehensively development and education of children in the process of visual activity does not happen by itself, but only if the teacher solves all problems not dryly, not formally, but in accordance with the requirements of the visual activity... Using methods and techniques that generate a positive emotional response childrenthe richer the experience children, the more meaningful and interesting their life will be, the more develop their imagination and more interest in everything beautiful. After graduation « General developmental aesthetic department» students can continue their studies by choosing departments according to their ability. It can be music, folklore, dance or art... After all, children are the flowers of life. And them development is in our hands.

Surkova I. A

art teacher

Belgorod region

Yakovlevsky district

MBU DO DSHI, Builder

The most important task of aesthetic education is to teach a child to see spiritual nobility, kindness, warmth in the beauty of the world around him, and on the basis of this to assert the beauty in himself.

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Aesthetic education of preschool children

In the concise dictionary of aesthetics, aesthetic education is defined as "a system of measures aimed at developing and improving the ability of a person to perceive, correctly understand, appreciate and create the beautiful and the sublime in life and art."

The methodology of aesthetic education is based on the joint activity of the teacher and the child to develop his creative abilities to perceive artistic values, to productive activity, a conscious attitude to the social, natural, objective environment.

Methods of aesthetic education are very diverse. They depend on many conditions: the volume and quality of artistic information, forms of organization and types of activities, the age of the child. The level of training, skill and abilities of the teacher play a significant role.

Each group of tasks of aesthetic education has its own methods.

The first group of tasks is aimed at introducing children to art, developing aesthetic taste, understanding the beautiful.

By the way children receive aesthetic information (they get to know a work of art directly by listening to a piece of music, a song, a fairy tale, looking at pictures, or through a teacher who tells, explains, asks questions), the leading methods are showing, observation, explanation, analysis, example of an adult. Certain requirements are imposed on them.

The performance of literary and musical works must be artistic and expressive, emotional, otherwise a meeting with art will not have its impact.

It is also necessary to achieve vivid imagery so that children understand not only the content of a picture, poem, song or the meaning of the task, but also experience a mood that matches the mood of the characters.

The expressiveness of intonation and sincere delight about a beautiful thing, genuine grief when meeting with negligence in clothes, slovenliness serves as an active method of influencing a child, since it relies on the peculiarity of childhood - imitation.

The second group of tasks is associated with the formation of artistic skills. To solve these problems, practical methods are required: demonstration, exercise, explanation, method of search situations.

One of the forms of organization is classes in which the teacher gives precise instructions, shows or invites the children to find methods of performance for themselves, etc.

For example, learning poems or songs will require adults to perform them in advance, talk about artistic qualities that express the content and mood of the work, use visual aids (as needed), repeat the repeated performance of the text by children, etc. In artistic modeling classes, children are taught techniques, allowing them to compose an object themselves from separate parts or from a whole material (clay, plasticine) to mold individual parts. Creative tasks and any manifestation of creativity must necessarily be combined with teaching the skills of artistic expression.

If a child does not possess drawing skills, he will not be able to create something creative, with all the conventionality of understanding this term in relation to preschoolers.

Such tasks can also be used when teaching children dance movements, in theatrical games, when creating musical and game images, etc.

Another form of activity is independent, where children, on their own initiative, can manifest themselves in various types of artistic activity: musical, artistic and speech, visual, theatrical play. If in the classroom the teacher purposefully carries out the implementation of the program in one or another section of artistic activity (singing, listening to music, drawing, modeling, storytelling, etc.), then outside the classroom the child himself determines the goals, objectives, finds means to convey his intention. In this regard, independent artistic activity has great opportunities for the implementation of many educational tasks, the development of such personality qualities as initiative, independence, creative activity. At the same time, a variety of life experiences become essential. A walk in the forest, visiting a theater, circus, viewing illustrations, paintings, toys, leave a mark in the memory of a child, cause him, as a rule, positive emotions. Images from favorite fairy tales, stories, cartoons are reflected in children's games, artistic activities. Based on these impressions, the children themselves create any similar life situation. In such cases, they act as the authors of the idea and as performers. The task of the teacher is, without violating the child's plan, to help him, if such a need arises.

One of the forms of children's activities that contribute to aesthetic education is theatrical games and dramatization games.

Holidays and entertainment play a significant role in the pedagogical process of a preschool institution and in the life of children.

Entertainment as a form of work with children is held once every two weeks. These can be thematic literary and musical evenings. Entertainment combining different types of arts is useful for aesthetic development. A variety of material is selected - literary, musical, and visual on the same topic.

Holidays in a preschool institution correspond to those adopted in our country. During the holidays, a complex of educational tasks is solved - moral, intellectual, as well as the tasks of physical and aesthetic education.

In preschool childhood, game teaching methods are widely used. The child is more successful in assimilating a variety of activities if the teacher creates play situations, if the artistic material is presented in a fascinating form, if play competitions arise between the children.

The use of methods and techniques in teaching depends on what qualities and abilities the adult wants to develop in the child.

In one case, it is necessary to develop initiative and independence, which are needed in the performance of any activity, in the other, special abilities associated with musical, visual, verbal and artistic practice.

Methodical techniques should provide for a combination of emotional beginning, awareness of the educational goal, training exercises and independent actions.

In general, only a complex of various methods can ensure the full aesthetic development of a child.

The most important task of aesthetic education is to teach a child to see spiritual nobility, kindness, cordiality in the beauty of the world around him and, on the basis of this, to assert the beauty in himself.

(V.A. Sukhomlinsky).

The book is given with some abbreviations.

The meaning and tasks of aesthetic education of preschoolers

Aesthetic education is a purposeful, systematic process of influencing a child's personality in order to develop his ability to see the beauty of the world around him, art and create it. It starts from the first years of children's life.
Aesthetic education is a very broad concept. It includes the education of an aesthetic attitude towards nature, work, social life, everyday life, and art. However, the knowledge of art is so multifaceted and unique that it stands out from the general system of aesthetic education as a special part of it. The upbringing of children by means of art is the subject of artistic education.
In turn, aesthetic education is part of the all-round communist education of children. His connection with moral education is especially close.
Acquaintance with beauty in life and art not only fosters the mind and feelings of the child, but also contributes to the development of imagination and fantasy.
In the process of implementing aesthetic education, it is necessary to solve the following tasks: systematically develop aesthetic perception, aesthetic feelings and ideas of children, their artistic and creative abilities, and form the foundations of aesthetic taste.
From the first years of life, a child unconsciously reaches out to everything bright and attractive, rejoices in shiny toys, colorful flowers and objects. All this gives him a feeling of pleasure, interest. The word "beautiful" enters the life of children early. From the first year of life, they hear a song, a fairy tale, look at pictures; simultaneously with reality, art becomes the source of their joyful experiences. In the process of aesthetic education, they have a transition from an irresponsible response to everything bright, beautiful to a conscious perception of beauty.
The aesthetic perception of reality has its own characteristics. The main thing for him is the sensual form of things - their color, shape, sound. Therefore, its development requires a lot of sensory culture.
A child perceives beauty as a unity of form and content. Form is expressed in the totality of sounds, colors, lines. However, perception becomes aesthetic only when it is emotionally colored, associated with a certain attitude towards it.
Aesthetic perception is inextricably linked with feelings, experiences. A feature of aesthetic feelings is disinterested joy, light emotional excitement arising from a meeting with beauty.
The educator must lead the child from the perception of beauty, the emotional response to it to understanding, the formation of aesthetic ideas, judgments, assessments.
This is a painstaking work, requiring the teacher to be able to systematically, unobtrusively penetrate the life of a child with beauty, to ennoble his environment in every possible way.
Almost all types of artistic activities are available to preschoolers - composing stories, inventing poetry, singing, drawing, modeling. Naturally, they have great uniqueness in them, which is expressed in a naive, direct reflection of reality, in extraordinary sincerity, in faith in the truthfulness of what is depicted, in the absence of care for viewers and listeners. Already at this stage, the development of children's artistic creative abilities takes place, which are manifested in the emergence of a plan, in its implementation in activities, in the ability to combine their knowledge and impressions, in great sincerity in expressing feelings and thoughts.
The originality of children's creativity also lies in the fact that it is based on such a pronounced feature of preschoolers as imitation. It is widely reflected in the play activity of children - the figurative realization of their impressions of the world around them.
It is in the game that the creativity of preschoolers manifests itself first. A game that arises at the initiative of children is characterized by the presence of a plan. At first it is still unstable, one plot is replaced by another; the older the children are, the more complete and purposeful the plan becomes.
A plot-based role-playing creative game is characterized not only by the presence of a plan in the choice and definition of a theme, a plot, but also by creative imagination in their implementation. “Let the train,” wrote NK Krupskaya, “on which they ride, is built of chairs, let the house be built of chips. In the process of playing, the child learns to overcome difficulties, learns the environment, seeks a way out. "
The creative imagination of children is also manifested in the fact that they often deliberately combine different plots for their games: they take material from fairy tales, stories, from life, from television and theatrical performances. In other words, they combine their knowledge, impressions of what they have seen and heard, uniting them into one whole. Often, preschoolers depict in play something that does not exist in reality. For example, playing one of their favorite games - astronauts, they go to Venus, Mars and other planets. The sincerity of children finds the most vivid expression in play. It was not without reason that the great Russian director K.S. Stanislavsky told the actors that they should learn sincerity and truthfulness in art from playing children.
As well as in the game, the creativity of children is manifested in other types of their artistic activity. In drawing, modeling, storytelling, song, the child satisfies his need for an effective, figurative expression of his impressions. And here the idea is born first, and then the means of its implementation; children combine their impressions received from the perception of various works of art. And in this case, the child remains as sincere as in the game: he does not just copy what he saw, but conveys his attitude towards him.
Thus, in preschool age, there are sprouts of creativity, which are manifested in the development of the ability to create a plan and its implementation, in the ability to combine their knowledge, ideas, in a sincere transmission of thoughts, feelings, experiences. However, for the development of artistic and creative abilities in children, appropriate training is necessary. In the process, they master the methods of figurative expression and depiction of their ideas in word, singing, drawing, dance, dramatization. Education encourages the child to conscious artistic expression, evokes positive emotions, develops abilities.
The purpose of teaching artistic skills is not only to give children knowledge and skills in singing, drawing, reading poetry, etc., but also to arouse their interest and desire for independent creative activity. Here is a poem by three-year-old Natasha, composed by her for her friend:
Nastya, get dressed!
The sun is shining in the morning.
It's time to go to kindergarten.
So, mastering certain skills of artistic activity, the child uses them, making his own, albeit a small contribution, to the decoration of the life of the family, kindergarten, and his peers.
In the development of the artistic and creative abilities of children, a special role belongs to the personality of the teacher, his culture, knowledge, enthusiasm.
There is a kindergarten number 29 in Leningrad beyond the Nevskaya Zastava. Drawings of his pupils are known in many countries of the world: India, Japan, USA, Poland, East Germany, 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 this success? This is the most ordinary kindergarten, and the children here are ordinary, only the teachers work here with enthusiasm, successfully develop the artistic and creative abilities of the kids.
Aesthetic taste is manifested in the fact that a person gets pleasure, spiritual pleasure from meeting true beauty in art, in life, in everyday life. Aesthetic taste is a broad concept; it includes not only understanding, enjoying deep, beautiful works of art, but also understanding the beauty of nature, work, life, clothing.
In the formation of aesthetic taste in children, learning plays an important role. In the classroom, preschoolers are introduced to the classic works of children's literature, music, painting. Children learn to recognize and love true works of art available to their age.
Getting acquainted with the folk 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 become familiar with the beauty and richness of artistic words, music. All this gives them real pleasure, is remembered and forms the basis of artistic taste.
By educating children in the basics of aesthetic taste, we teach them to see and feel the beauty of the environment, to take care of it. It is better to keep the flower in the flower bed, and in order for it to bloom and bring joy to others, it must be looked after. Cleanliness in the group, which creates coziness and beauty, must be maintained, not littered, and toys and books must be cleaned after themselves. So, in the process of education and training, the tasks of aesthetic education in preschool age are carried out.
Developing the artistic abilities of children, their aesthetic feelings and ideas, an evaluative attitude to the beautiful, the teacher lays the foundations on which the spiritual wealth of a person will be formed in the future.

Basic means of aesthetic education in kindergarten

Aesthetic education of children is carried out by acquainting children with the aesthetics of everyday life, with the beauty in work, in nature, social phenomena, and the means of art. Teaching a child to feel and understand the beauty of life is a big and difficult task that requires long-term work of adults.
The walls of the family home, the things that surround the child from the first years of life, have great impact. Comfortable furniture, a harmonious combination of color spots, objects of art, the general style of room decoration - all this, perceived by sight, touch, is reflected in the memory and consciousness of the baby.
The aesthetics of kindergarten life is manifested in artistic simplicity, in a thoughtful selection of household items, where each thing has its place, where there is nothing superfluous. The painting of the walls should be calm, light colors.
Requirements for the design of a kindergarten are determined by the tasks of protecting the life and health of children, the content of educational work with them. Chief among them are:
1. Expediency, practical justification of the situation.
2. Purity, simplicity, beauty.
3. The correct combination of color and light, creating visual contrast, ensuring the visibility of each object. For example, pale yellow daffodils next to the blue water of an aquarium enhance the vibrancy of the surroundings.
4. All design components must form a single ensemble.
A special place in the design of the group should belong to the fine arts: paintings, prints, objects of applied art. This expands the aesthetic ideas of children, creates the basis for understanding works of art, delivers artistic pleasure, makes you want to draw a pattern, a flower, and make a beautiful toy yourself.
The plots depicted in the paintings should be understandable to children. This is the work of people, the life of a kindergarten, landscapes, still lifes, the life of birds and animals, a fairy-tale world. In all groups, still lifes, prints with images of animals, paintings with a fairy-tale theme can be used. Landscapes are recommended for middle, senior and pre-school groups. Older preschoolers show great interest in reproductions of paintings by famous artists: "The Rooks Have Arrived" by Savrasov, "Golden Autumn", "March" by Levitan, landscapes by Shishkin, "Alyonushka", "The Princess and the Gray Wolf" by Vasnetsov, "Girl with Peaches" by Serov, " Lilac "Konchalovsky and others. In a room should have no more than 2-3 paintings.
It's good when there is one large picture that especially attracts the attention of children, and two or three smaller ones. Pictures should be well lit, not interfering with each other, so they should not be placed too close. The pictures and prints should be changed taking into account the time of year, the tasks of educational work with children. For example, it is good to post pictures related to the topic of the upcoming conversation, reading a work of art, playing.
An important place in the design of a kindergarten should belong to works of folk applied art. Khokhloma should be presented in all groups (furniture in the book corner and one or two items that change). It is good to have a cheerful Dymkovo toy, sign trays, and ceramics.
Of course, it is not enough to surround children with beautiful things, you need to teach them to see beauty, take care of it, appreciate it. Therefore, the teacher should draw their attention to the cleanliness of the room, to the beauty that flowers, paintings bring, to encourage the children themselves to decorate the room.
All this must be taught gradually. For example, observing the nanny's work with the children, the teacher leads them to the conclusion that she not only keeps the cleanliness, but also creates comfort in the room. A well-cleaned, sparkling room becomes beautiful. And the children themselves gradually get used to maintaining cleanliness and order, first with the help of adults, then by reminding them, and on their own to the older group.
From the first years of life, children must be taught to aesthetics of appearance in combination with a culture of behavior. In this respect, one of the strongest means of influence is the example of the educator himself, the unity of his internal and external culture.
Native nature is a powerful means of aesthetic education. Her beauty in childhood is especially vividly and deeply perceived and, captured in feelings and thoughts, sweeps through a person's life.
The teacher reveals to children the world of nature, helps them to see its charm in a drop of dew on the bud, and in the interweaving of herbs, and in the colors of the sunset ... You just need to see this beauty yourself and find words that are accessible to the heart of the child. Invaluable help in this will be provided by works of art about nature, which he must know well and skillfully use.
Social life, the work of people with whom the child constantly encounters, are also an important means of aesthetic education. The well-coordinated work of builders makes children want to create a good building, act in concert, be attentive to each other. The description of the work of sailors, pilots, teachers, doctors not only acquaints preschoolers with these professions, but also makes them want to imitate them. All this is reflected in their games, contributes to the education of moral and aesthetic feelings.
Therefore, the teacher thoroughly prepares for the excursions, during which the children receive and accumulate the sensory experience they need. Excursions, if properly prepared and conducted, broaden the horizons of preschoolers, teach them to see, compare, generalize, which forms 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 this or that phenomenon, but also to the beauty of well-coordinated work that transforms nature, to the nobility of relationships between people, built on mutual assistance, camaraderie and caring for each other. What really excites children will certainly be reflected in their games, drawings, stories.
Streets, buildings, monuments also contribute to the aesthetic and moral education of children. Acquaintance with their beauty and originality begins from the simplest and closest: from the building of the kindergarten, from your street. With age and the accumulation of knowledge, the topic of familiarizing children with the sights of the city and the village is expanding. And wherever the children live, in older groups they are sure to acquaint them with the capital of our Motherland, Moscow, its Red Square.
In the process of this work, educators give children an idea of \u200b\u200bsome of the architectural features of buildings and ensembles, pay attention to the originality of individual forms and lines, to the feasibility of architecture, to how it fits into the natural landscape. Children reflect these impressions in building games. Their buildings are becoming more complex and beautiful. Separate buildings, bridges, railway stations begin to unite in the creativity of children into street ensembles.
Art is a multifaceted and inexhaustible means of aesthetic education. It acquaints children with the life of the whole country, fosters love for the Motherland, for its honest, kind, courageous people. Works of art are a rich source of joy, aesthetic pleasure, and spiritual enrichment. Many of its types are available to children: literature, music, painting, sculpture, theater, cinema. Each art form reflects life in its own way and has its own special influence on the mind and feelings of the child.
From the first years of life, children are accompanied by oral folk art, children's literature. Fairy tales take a special place in their lives. AS Pushkin gave them a high assessment: “What a charm these fairy tales are ... each of them is a poem”.
Not everything can be put into words. There are shades of feelings that can be expressed deeply and fully in music. PI Tchaikovsky wrote: "Where words are powerless, a more eloquent language - music - appears fully armed." Music sharpens emotional responsiveness. The child needs it. "Childhood is just as impossible without music, as it is impossible without a game, without a fairy tale" - VA Sukhomlinsky was convinced of this.
Fine art is also necessary for a child. It gives him rich visuals.
During the kindergarten holidays, different types of art affect children in originality and unity. Holidays make a strong impression on preschoolers, remain in their memory for a long time and serve as an important means of aesthetic education. The requirements for art for children are high. The works that are selected for preschoolers must be highly artistic, understandable, and meet the tasks of communist education.
Artistic material for each subsequent age group is gradually becoming more complex in connection with the deepening of the tasks of aesthetic education. This is taken into account in the "Kindergarten Education Program", which defines works of art for each age group.
Finally, the quality of performance of works of art for children is very important, on which the aesthetic education of the child largely depends.
The leading place in the implementation of aesthetic education belongs to the kindergarten. But the role of the family is also great. Only with the unity of the influence of the kindergarten and the family is it possible to fully implement the tasks of aesthetic education. Not every child will become a musician or artist, but every child can and should develop love and interest in art, develop aesthetic taste, ear for music, and elementary drawing skills.
The teacher helps the family create the necessary conditions for the correct aesthetic education of children. He talks about the importance of aesthetics of everyday life, advises what to read to children, what records to buy for listening to music, and ensures 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 the kindergarten and the family forms the fundamental principles of spiritual culture that a person should have.

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With aesthetic education, children develop a sense of beauty, artistic taste and creativity. Parents who bring up children in the key of aesthetics and spirituality form in their kids the desire for inner, spiritual harmony and self-improvement, for instilling spirituality and humanity. Personal examples can greatly help in this.

The concept of aesthetic education of preschool children includes the gradual teaching by parents and others of special rules of behavior, which are referred to as exemplary and ideal, as well as the development of goodwill towards people. In addition, with aesthetic education, they actively stimulate the child's desire to join the cultural values \u200b\u200bof the family and region, country.

The tasks of aesthetic education of preschoolers

The main tasks that the aesthetic direction in upbringing sets for itself is helping parents and children in developing the creative abilities of the baby, stimulating and cultivating an artistic taste and craving for beauty, art, culture. With such upbringing, we make the baby a person who understands beauty in paintings, dance, music, in the surrounding nature and in words. Not all parents devote much time to aesthetic education, although in the modern world, diversified development is extremely important.

Methods of aesthetic education of preschoolers

Today, many methods can be operated in this direction of education, and you can choose for yourself the most suitable and optimal for the specific conditions and characteristics of the child. When choosing a method, you need to take into account many conditions - this is the age of the baby, the amount of information that you want to give him, as well as the quality of materials, type and form of activity.

The means of aesthetic education of preschoolers will also be important in the implementation of your ideas. The level of training you as teachers, your abilities and your skill in the chosen direction will be important. In addition, the creation of the right environment, special natural phenomena, the selection of the necessary objects and works, fairy tales, stories, paintings, music will be important means of education.

It is necessary to create a holistic figurative plot that is perceived by the child - a fairy tale, play or picture. You will need to direct and focus the child's attention on individual characters and their behavior, on their features and habits, emphasizing details - paint, color, sounds and shapes.

It is difficult to separate the methods of aesthetic education, they are interconnected with each other. So, if you consider the method of obtaining information, you can use visual and verbal techniques in which the baby receives information. The child can directly watch or listen to a work of art while attending a museum, concentration or exhibition. Also, in advance, he can listen to a story, information in words about a certain direction of art, explanations and various questions. It should be remembered that musical and literary works should be emotional, and paintings and statues - expressive, so that they impress the child and stimulate interest in the future. If these are low-emotional works, they can have little impact and help to lose interest in further knowledge.