Galina Dolgopyatova
Artistic and aesthetic development of preschool children

ARTISTIC AND AESTHETIC DEVELOPMENT OF PRESCHOOL CHILDREN

Dolgopyatova G. A. teacher

Garmilina L.V. teacher

Narezhnaya L.N. teacher - psychologist

MBDOU "Kindergarten No. 3 village. Perelub

Perelyubsky municipal district

Saratov region"

« Artistic and aesthetic development presupposes the development prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual, natural world; the formation of an aesthetic attitude to the surrounding world; the formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.)" [Cm. clause 2.6. Federal State Educational Standard DO].

The current direction of modernization of the education system is artistic and aesthetic development, as one of the main means of spiritual, moral, cultural personality development. Carrying out artistic and aesthetic development children through musical, visual and theatrical activities, teachers help children to fully reveal themselves, their capabilities, and realize themselves as a creative person. This is what the concept aims at preschool education, where the tasks for the teacher about development creativity in children, which is subsequently so necessary in life.

Work on is part of a holistic educational process and includes everyone participants: teachers, children, parents. The main pedagogical conditions for implementation artistic and aesthetic development are: creation and updating of subject- development environment; variability in the choice of GCD topics, forms, means, methods of working with children, materials provided; interaction with the families of pupils.

Since the subject- developing environment plays a big role in artistic and aesthetic development of children, then in the group rooms of preschool educational institutions, teachers organized centers "Arts", "Construction", "Games", "Theatre". The centers contain a variety of material, manuals, and games. Effective use of locker rooms in group rooms and corridors: They house exhibitions of children's drawings.

The teachers of our preschool educational institution have created conditions for children development creative activity. Thus, when implementing tasks in visual arts, teachers give children the right to choose material to express their ideas, encourage children's experimentation in constructing a composition, and direct children to use various non-traditional drawing techniques. In progress artistic activities, the child receives great opportunities to discover and improve his creative abilities. For this purpose, our teachers have developed a program using non-traditional drawing techniques, the educational process of which is based on the principle of integration of educational areas in accordance with the age capabilities and characteristics of children and is innovative in nature, since non-traditional methods are used in the work.

The following forms of organization and conduct are used in the work: classes: like conversations, observations, walks, drawing exhibitions, competitions, entertainment. The acquired knowledge is combined into a system. Children learn to notice changes that arise from the use of non-standard materials in the process of work.

There is a teacher-psychologist working in the kindergarten. The work is carried out according to the following directions: diagnostic, correctional developing, advisory, informational and educational. A teacher-psychologist conducts classes with children on correction and development social-emotional sphere and psychological preparation for schooling.

Comparing the diagnostic results for visual arts over several years, we came to the conclusion that some children are unconfident and lack independence, but despite this they show good results on such criteria as the ability to correctly hold a brush, pencil, and apply paint strokes narrow and wide brush; recognize, name primary colors, shades of paint and mix them; use brushes, glue and plasticine correctly in work; depict the simplest objects and phenomena in reality.

To solve this problem, there was a desire to diversify children's practical drawing activities, support initiative and independence, and make them believe that they can very easily become small artists and create miracles on paper.

The organization of various forms of work with children affected results: children began to show interest and creativity in visual, musical and theatrical activities; participate in theatrical production competitions, crafts and drawing competitions, and win prizes.

Leading the way in implementation artistic and aesthetic development children, of course, belong to the kindergarten. But the role of the family is also great. Only with the unity of the influences of the kindergarten and the family is it possible to fully implement the tasks artistically- aesthetic education. Not every child will become a musician or artist, but every child needs to develop a love and interest in art, develop aesthetic taste, ear for music, basic drawing skills.

When working with parents of students, we use various techniques and forms: open days; organization of exhibitions and competitions, crafts for which are made jointly by parents and children; We invite parents to participate in the holidays, entertainment, for the production of costumes. All this helps make them our allies and like-minded people in raising children. Increasing the psychological and pedagogical culture of parents is carried out through parent meetings and consultations. Teachers prepare folders, issue information sheets, and instructions for parents. The work is purposeful, systematic, planned. Work efficiency artistically- aesthetic education also depends on the coordination of work with other institutions.

All participants in the pedagogical process live in a certain society, which affects children, teachers, and parents. Achieving the priority objectives of the preschool educational institution’s work on artistic and aesthetic development is implemented by a team of kindergarten teachers on the basis of cooperation with other educational and cultural institutions.

The work carried out allowed us to make the appropriate conclusions: the possibility of using non-traditional drawing techniques when working with children creates the potential for developing their imagination, thinking and creative activity in visual activities. Children's interest in drawing has increased. They began to creatively peer into the world around them, find different shades, and gained experience in aesthetic perception. The drawings have become more interesting, more meaningful, the concept is richer, and most importantly, each drawing seems to us and to the children to be a work of art. Children gained self-confidence and began to feel small artists.

Diagnostic results revealed positive dynamics development fine arts preschoolers, the high level of program development increased by 8%.

Let the children draw what struck their imagination, caused delight, surprise, a feeling of fear, sadness, and revealed to them the beauty of nature and art, so that they remember their childhood period as a cheerful holiday.

Veraksa A.N. Individual psychological diagnostics of a child 5–7 years old.

Concept preschool education // Preschool education. - 1989. - No. 5. - Davydov V.V., Petrovsky V.A. et al.

K o m a r o v a T. S. Children's artistic creativity. For working with children 2–7 years old

Publications on the topic:

Artistic and aesthetic development. Drawing on the topic: “Snowmen are Gosha’s friends.” Goals: - To train children in drawing round objects; Distinguish objects by size;

Brain-ring game for teachers of preschool educational institutions “Artistic and aesthetic development of preschool children” Goal: increasing the professional skills and competence of teachers in the artistic and aesthetic direction. Tasks: Establishment.

Abstract of educational activities in educational areas: physical development, artistic and aesthetic development, social and communicative Objectives: Educational area - cognitive development 1. Continue to teach children to take care of their health 2. Develop cognitive development.

Goal: to develop interest in visual arts; teach to see the beauty of the basic form of an object of its color; learn to convey in drawing.

Description of the presentation by individual slides:

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How to develop creative abilities in a child The simplest, but at the same time very interesting and attractive DIY crafts are made not only by real masters who earn their living from such creativity, but also by beginners who are just beginning to master the wonderful world of applied creativity . After all, in fact, almost anyone can make a simple panel with their own hands or decorate a child’s clothes with appliqué – if only they had the desire and a little time. What kind of crafts can beginners try to make and how to involve children in this process - let's figure it out. You can begin to introduce your child to the world of appliqué and handicrafts in general already in early childhood, when the child has learned to independently hold scissors and paper. Already at this stage, you can offer your child simple stencils of flowers and other patterns that interest him, which can simply be cut out of paper and pasted onto a base. Such simple crafts will help your child not only develop fine motor skills, but also make leisure time more colorful and enjoyable. In addition, ready-made children's crafts can become excellent gifts for family and friends, and the child will be doubly pleased to receive praise for his first works.

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In addition to ready-made cut-out applications, older children can begin to master more complex multi-level crafts, which are made from various materials. For example, a wonderful winter applique, which is made using cotton wool, bright buttons, sparkles and drawings, will be an excellent decoration for the New Year holidays. It’s not difficult to make such an application, the main thing is to make it clear to the child that you can glue not only paper to paper, but also other equally interesting materials. This method of making applications will give impetus to the additional development of the baby’s imagination. And, who knows, maybe your child will become the founder of a new interesting direction in creativity. The main thing is not to set limits and boundaries on what can and cannot be done in creativity. Anything that leads to interesting and attractive results is possible. The interest of parents plays a huge role in the creative development of a child. They are the ones who should encourage any child’s attempts to do something with his own hands. Let the first crafts become the launching pad from which a child’s long, exciting journey into the fascinating world of applied creativity will begin.

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Game - exercise “Three colors”. Promotes the development of artistic perception and imagination. Invite children to take three colors that, in their opinion, are most suitable for each other, and fill the entire sheet with them in any way. What does the drawing look like? The game “Unfinished Drawing” develops creative imagination. Children are given sheets with the imagination of unfinished objects. You are invited to complete the drawing of the object and talk about your drawing. 16. Game "Changes". Goal: to learn to create images of objects in the imagination based on the perception of schematic images of individual parts of these objects. Children are given sets of 4 identical cards, with abstract schematic images on the cards. Assignment for children: each card can be turned into any picture. Stick the card on a piece of paper and use colored pencils to draw whatever you want to create a picture. Then take another card, stick it on the next sheet, draw again, but on the other side of the card, that is, turn the figure into another picture. You can turn the card and sheet of paper over as you want while drawing! Thus, you can turn a card with the same figure into different pictures. The game lasts until all the children finish drawing the figures. Then the children talk about their drawings. 17. Game “Different Tales”. Goal: to teach children to imagine various situations using a visual model as a plan. The teacher builds any sequence of images on the demonstration board (two standing men, two running men, three trees, a house, a bear, a fox, a princess, etc.) Children are asked to come up with a fairy tale based on the pictures, observing their sequence. You can use various options: the child independently composes the entire fairy tale; the next child should not repeat its plot. If this is difficult for children, you can compose a fairy tale for everyone at the same time: the first one starts, the next one continues. Next, the images are swapped and a new fairy tale is composed. 18. Exercise “Come up with your own ending to the fairy tale.” Goal: development of creative imagination. Invite children to change and create their own ending to familiar fairy tales. “The bun did not sit on the fox’s tongue, but rolled further and met...” “The wolf didn’t manage to eat the kids because...”, etc. 19. Game “Good-Bad” or “Chain of Contradictions”. Goal: development of creative imagination by searching for contradictions. The teacher begins - “A” is good because “B”. The child continues - “B” is bad because “B”. The next one says - “B” is good because “G”, etc. Example: walking is good because the sun is shining. The sun is shining - it's bad because it's hot. Hot is good, because it’s summer, etc. 20. Game “Fairy-tale animal (plant).” Goal: development of creative imagination. Invite children to come up with and draw a fantastic animal or plant that is not like the real thing. After drawing a picture, each child talks about what he drew and comes up with a name for what he drew. Other children look for features of real animals (plants) in his drawing. 21. Exercise “Fairy tale - story”. Goal: development of creative imagination, the ability to distinguish reality from fantasy. After reading a fairy tale, children, with the help of a teacher, separate in it what can really happen from what is fantastic. It turns out two stories. One is completely fantastic, the other is completely real.

Elena Prokopova
Plan for working with parents on the artistic and aesthetic development of preschool children

Plan for working with parents

Topic, events Senior

group Preparation

to school group

p/p Individual consultations weekly

(children's work in albums) Tuesday

1 Questionnaire – Your attitude towards children’s creativity at home, in preschool educational institutions September

"Rules for drawing with a pencil",

"Rules working with a brush» . October

3 Parent meeting

Development child in visual activities -//-//-//- -//-//-//-

4 Integrated lesson

"The great and ancient country of Russia" -//-//-//-

5 Folder - moving:

Our mothers sculpt November with us

6 Folder - moving

"Meaning artistic and aesthetic development of a preschool child» -//-//-//- -//-//-//-

7 Consultation

Children's fine arts -//-//-//-

8 Integrated lesson

We are Slavs -//-//-//-

9 Consultation

About the nature of children's drawing December

10 Filling out study forms artistic interests of children -//-//-//- December

11 Exhibition of children's parental work

"My native land"- Yugra's birthday is December

12 "Masterilka" Making competition

New Year's toys -//-//-//- -//-//-//-

13 Promotion "Christmas tree - green needle"

Preparing family posters January

14 The world is in your window

preparation for joint artistically-creative project -//-//-//-

15 Consultation

The importance of decorative and applied arts in the formation of moral and patriotic qualities preschooler -//-//-//-

16 "The world is in your window" implementation artistically-creative project February

17 Me, my child and a safe road

Participation in the exhibition on road safety -//-//-//- -//-//-//-

18 Safety wheel

Preparation works for the city exhibition -//-//-//- -//-//-//-

19 Participation in a photo exhibition “My dad is the defender of the Fatherland” -//-//-//- -//-//-//-

20 Vernissage "My beloved mommy" March

21 Meeting the classics musical and aesthetic living room -//-//-//-

22 Little ones make you happy talents: "City of masters" final exhibition based on the results of the circle work(decorative and applied arts of Russia) -//-//-//- -//-//-//-

23 Mom has golden hands exhibition works -//-//-//- -//-//-//-

24 My happy family children's exhibition works April

26 Earth Day campaign participation in the campaign, visiting the exhibition -//-//-//- -//-//-//-

"Protect nature" exhibition work of children and parents from natural material -//-//-//- -//-//-//-

28 How to prepare a child for admission to children's art school. Consultation, recommendations May

29 Little talents Exhibition of children's works -//-//-//- -//-//-//-

30 Fair. Traveling through the crafts of Russia -//-//-//- -//-//-//-

Publications on the topic:

Modern forms of work on artistic and aesthetic education of preschool children in the context of the introduction of the Federal State Educational Standard RMO in MBDOU d/s No. 1 “Little Red Riding Hood” Theme of RMO: “Modern forms of work on the artistic and aesthetic education of preschoolers in conditions.

Long-term plan for additional education for the artistic and aesthetic development of preschool children in MBDOU. Long-term plan for group work. Month Program content Repertoire September Diagnostics of children's musical abilities October.

Long-term plan for artistic and aesthetic development in the senior group. Application No. Topic Program content Equipment Note September 1. Lesson No. 1. “Mushrooms grew in a forest clearing” Reinforce the ability to cut out.

Long-term plan for artistic and aesthetic development in the second junior group for the spring Long-term plan for drawing in the second junior group for the spring Goal: development of creative activity and the necessary drawing skills.

Plan - summary of an open lesson on artistic and aesthetic development (modeling) in the second junior group. Plan - summary of an open lesson on artistic and aesthetic development (modeling) in the second junior group. Topic of the lesson: “Treat for.

Plan - summary of artistic and aesthetic development in the middle group “How we played the outdoor game “The Arrival of Birds” Program content. 1. Educational objectives: continue to teach children to create images of outdoor play in modeling, to consolidate modeling techniques;

Description of the presentation by individual slides:

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Parenting with fairy tales is one of the most ancient methods of raising children. Through fairy tales, our ancestors passed on to the younger generation moral norms, traditions and customs, their life experiences and attitudes towards the world. The heroes of fairy tales were an example for the child: from their experience he learned how to act and what not to do. Such an example is more understandable to the child than the categorical parental “No!” Fairy tales play a big role in developing children's ear for music, taste for poetry, and love for nature and their native land. Education through fairy tales has no boundaries. A fairy tale should be selected depending on the age of the child and his character traits. Let's say, up to two years of age, education with a fairy tale does not make sense - at such a tender age, a child is unlikely to be interested in a fairy tale. A child should be introduced to the perception of fairy tales gradually, from infancy, starting with lullabies and rhythmic rhymes. But for education with fairy tales to be effective, it is not enough to simply tell your child the first fairy tale that comes along.

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The younger the child, the simpler the plot of the fairy tale should be. In the period from 2 to 3.5 years, classic children's fairy tales, on which more than one generation of children have grown up, go well: “Teremok”, “Turnip”. They are good because the action in them is built on the principle of cumulation - repetition. “Grandma for the baby, baby for the turnip...” This makes it easier for the child to navigate the narrative. After a while, you can move on to longer and more meaningful fairy tales: “Little Red Riding Hood”, “The Three Little Pigs”. By the way, at this age a child often understands fairy tales about animals more clearly. The world of adults seems too complicated to a child; there are many rules and restrictions. And the plots of fairy tales about animals are more accessible to his understanding. At the age of 2-3 years, fairy tales about mutual assistance, the triumph of justice and truth over injustice and deception will go best.

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At three years old, the word “I” appears in the child’s vocabulary, and he begins to recognize himself as an individual. The child begins to identify himself with the main character of the fairy tale, so you need to select those fairy tales that have a hero with whom the child could associate himself. By the way, at the same age the process of self-identification begins, so the gender of the main character must match the gender of the child - otherwise the child will lose interest in the fairy tale, and education with fairy tales will be ineffective. Please note that the main character of a fairy tale should be an example to follow. To raise a 3-5 year old child, it is better to choose fairy tales in which you can clearly see who is good and who is bad, where is black and where is white. The child does not yet know how to distinguish between nuances and halftones. You should avoid fairy tales that romanticize the lifestyle of a robber, etc. - the child may take away from them not what you expect, and education with a fairy tale will be ineffective.

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For education with a fairy tale to bear fruit, you need not only to choose the right fairy tale, but also to teach it correctly: discuss the fairy tale a little with the child so that he can understand its moral. Just don’t impose it on the child, but let him draw his own conclusions. A good technique is to come up with a fairy tale with your child in which he will be the main character. You will develop your imagination, and there will be an educational effect. By the way, education through fairy tales is not the only area of ​​application for children's fairy tales. Child psychologists and psychotherapists actively use fairy tale therapy for children to combat various psychological problems.

Folder "The role of fairy tales in the development and upbringing of a child"

The pages of the folder contain arguments about the importance of fairy tales for the development and upbringing of children, examples of didactic games aimed at developing the child’s memory and imagination, useful tips for parents on dealing with children’s whims and disobedience with the help of fairy tale therapy.

Fairy tales are a unique cultural heritage that can console, help in understanding the world around us and ourselves, and teach the rules of life.

Having learned to work with a fairy tale, the child will analyze and evaluate the actions of the characters, will be able to transfer the behavior model into real life or correct any problematic situation.

Fairy tales develop children's imaginative and logical thinking, their creative abilities, speech, introduce children to the natural world and help in preparing them for school.

Page No. 1: Title page.

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Children draw many first ideas from fairy tales: about time and space, about the connection of man with nature, with the objective world; fairy tales allow children to see good and evil.
Listening to fairy tales, kids empathize with the characters, they have an impulse to assist, to help, to protect.
In preschool age, the perception of a fairy tale becomes a specific activity of the child, allowing him to freely dream and fantasize.
The role of fairy tales in the development of correct oral speech cannot be denied - texts expand a child’s vocabulary, help construct dialogues correctly, and influence the development of coherent speech. But in addition to all these, albeit key, tasks, it is no less important to make our oral and written speech emotional, imaginative and beautiful.
It's not enough to just read a fairy tale. In order for a child to remember it better, you need to help him understand it and experience various situations with the characters. Analyze the actions of the heroes, imagine yourself in their place. Then the memorization will be conscious and deep.

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To make it easier for your child to remember fairy tales and then tell them, use didactic games. In addition, these games develop creative imagination, fantasy, and coherent speech.
"Meetings of Heroes"
The game develops oral dialogic speech, helps to remember the sequence of actions and the plot of a fairy tale.
After reading, offer your child images of two characters from it. The child’s task is to remember what the characters said to each other. You can suggest heroes who are not found in the fairy tale. For example, in the fairy tale “Kolobok” the hare and the bear do not meet each other. But what did they say to each other when they met? Did you praise Kolobok for his ingenuity or complain to each other about the deceiver?
"Sound engineers"
The game helps to develop oral coherent speech, to better remember the sequence of actions and the plot of a fairy tale.
After reading the fairy tale, look at the illustrations for the fairy tale. Stop at the one you like. Let the child “voice out” the picture, remember what the characters said at that moment, what they did. You can also use fragments of cartoons based on fairy tales. Turn off the sound and let your child verbalize the events.
"New Tales"
Goal: development of creative imagination, fantasy, coherent speech.
Remember the sequence of events in a familiar fairy tale, clarify where the action takes place, which characters are encountered. And suddenly something became different in the fairy tale: the scene of action changed, a new hero appeared. For example, in the fairy tale “Turnip” we will change the scene and send the heroes from the garden to the stadium. What happens if an evil witch or sparrow also appears there? There are many options.
"Missed Frame"
Goal: to teach how to compose a story based on a series of plot pictures, to help the child remember the sequence of events of the fairy tale.
Pictures of one of the fairy tales are placed in order in front of the child. One picture is removed. The kid must remember which plot was missed. If it is difficult for him, you can put the upside down picture where it should be without disturbing the sequence. After voicing the missing plot, you need to tell the whole tale.

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Fairy tales will help you cope with children's disobedience!
Children's whims... All parents have encountered them at least once. The child does not put away his toys, refuses to eat or go to bed, does not want to go to kindergarten, takes what belongs to others or fights with other children, throws tantrums - such problems are very common.
Often persuasion, shouting, and long moralizing are of no use. Much has been said about the dangers of assault, and many have probably been convinced more than once of the ineffectiveness of such methods. What to do? There is a simple but effective method of dealing with children's whims. Try not to scold the child, do not punish him with your inattention, but tell him a fairy tale. These are special psychological fairy tales that help cope with most of the child’s whims. In these fairy tales, the child sees heroes who face the same problems as him, and the child begins to understand how to get out of a difficult situation.
The effect of joint creativity will not take long to arrive. You will not only understand each other better, but also fill your communication with joy and inspiration. The priceless time you spend with your child reading a fairy tale cannot be replaced by any other benefits.