The conditions of aesthetic education of children in kindergarten. Basics of aesthetic education and development of preschool children. Upbringing taste from preschoolers

Introduction

Aesthetic education of children up school age

1 The concept of aesthetic education. Criteria aesthetic pupil

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

Study of pedagogical experience on the aesthetic education of preschoolers

1 Description of the Aesthetic Education programs in children's garden

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 and child education programs. 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, create conditions for a deep awareness of aesthetic phenomena necessary to attract different kinds creative activity;

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 must be laid down by pedagogically competent parents, the nature of them is important. aesthetic requirements, cultural conditions of the family.

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.

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. The meaning of them in order to adapt, adapt the child to moral values 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 required to be based on personal experience Child, his aspiration, motivating, experience.

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.

For formation artistic abilities Preschoolers there is one pedagogical condition - Transfer to all children equal actual data and conditions for data development 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 Petersburg (Leningrad) Scientific School of Education to the essence of the child's development in the period preschool childhood, requirements for content educational program For kindergarten and ways to implement it in the pedagogical process.

A task pre-school education It consists not in the maximum acceleration of the development of the child, not in the forcing of the deadlines and the pace of transferring 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 in children folk creativity, to the creative development of the foundations of popular decorative - applied art;

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 Child. 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, 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 a variety of species childhood 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 physical and mental Development 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 ( medium 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 living, are provided for the formation of the necessary ideas, vital important 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 preschool institution.

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 fine, artistic - theater activityChild labor occupy a special place in the upbringing, since it is in these activities that are active intellectual and emotionally personal 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 the most modern programsThey 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, 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. This section notes that the education content is addressed 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 educationthat, in essence, also applies to educate aesthetic taste, consciousness and morality. These programs offer approximate goals and objectives for training such as OBZH, the basics of hygiene, speech development, the world, game activity, 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 in the form of a kindergarten in the form of a kindergarten 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 enough great 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. Lectures: Tutorial for pedagogical students educational institutions and students of IPK 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; -Correcting approaches to upbringing in the conditions of the DOW and Family. Follow the education of the child from the first years of life humane relationship To the world around the world, love for native family, house, 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: - by the age of age (from birth to 2 years) : The first and second groups early Development; -Lowered preschool age (2 - 4 years): the first and second younger groups; -average age (4 - 5 years): average 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 the world. The making emotional and moral development of the child, the development of its motivational - consuming 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; -security healthy image life; - 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; -Opt development 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.

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The aesthetic education of preschoolers is to organize the vital activity of children within the framework of the family and DW, which contributes to the formation of knowledge and ideas about the beautiful, the development of the ability to see beauty in everything that surrounds it.

Man already at an early age begins to see the beauty of toys, music, notes bright colors around yourself. However, the artistic and aesthetic development of preschool children is impossible to submit without the integrated work of educators and the presence of an educational environment.

In most educational programs, one of the leading places is given to aesthetic education, the difference is only in the name of the approach. The importance of this direction is difficult to overestimate. A child, devoid of aesthetic development, with difficulty can manifest himself in work, which requires a creative, inspired approach.

The famous Russian classic A. P. Chekhov once said: "In a person, everything should be fine: both face, and clothes, and soul, and thoughts." This is the result of the competent artistic and aesthetic education of preschoolers. The child should be able to see, appreciate, create a beautiful, as well as to be "beautiful", that is, to be a spiritual, humane, moral and harmonious personality.

Goals and objectives

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

Perception - the ability to feel the perfect in all its manifestations.
Feelings - the ability to emotionally evaluate the beautiful.
Needs - the desire to experience aesthetic emotions from the perception of the beautiful.
Tastes - the ability to analyze the wonderful, relying on the aesthetic ideals developed.
Ideals - personal assessment of the beauty of nature, man, culture.

The tasks of aesthetic education of preschoolers include:

development of a harmonious personality;
the 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.

Achieving goal is based on certain means and methodological techniques.

Aesthetic education agents:

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

Methods of aesthetic education:

personal example and experience;
conversational forms;
classes under the ROU;
excursions;

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

The aesthetic development of preschoolers is a process that includes not only the work of educators, but also active participation Parents. This is a continuous activity, the basis of which is primarily asked by the family.

Aesthetic development in the family

Acquaintance of the child with the world begins with mom and dad. They are the first and most aesthetic ideals.

Family aesthetic education includes:

Personal example of parents. Here refers appearance, clothes, tidiness and well-groomed adults, as well as manner of communication and parental education. The child quickly adapts the family criteria of the beautiful and hard to change, if, for example, since childhood, heard obscene vocabulary or walked in blurred clothes.
Education of the musical taste. Begins from an early age when Mom sang the lullabies and dear told fun. As the kids are growing, it is important to sing with him children's songs, including classical music at home.
Artistic activities of preschoolers. The most important aspect of aesthetic development both in the family and in Dow. It is necessary to give the child the opportunity to express their thoughts and emotions on paper, in various techniques (Feltolsters, paints, pencils), so the kid will get acquainted with flowers and their combinations, will learn to see the form, evaluate the size.
Reading books. Often, children ask mom to read a fairy tale at night, 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.
Conversations. During mental conversations, the child learns and adapts the experience of parents, asks questions about the world around. It should be allocated for conversations devoted to aesthetic development.
Aesthetics of life. It is to repair the apartments, designer solutions, in the design of residential space (paintings, flowers, etc.), cleanliness and order. It is necessary to have a aesthetic developing medium.

Aesthetics of the situation (live plants, furniture, color solutions of game rooms, cleanliness and order).
Independent artistic activity (exercises for free creativity by means of decorative and applied art).
Classes with teacher (development of tastes and ideals under the supervision and sensitive guidance of the mentor).

There are some features of aesthetic education of preschoolers in Dow. Unlike the home environment, the implementation of creative activity takes place among peers and under the guidance of a competent mentor. It motivates the child to do everything better to praise him, allocated among the others. If at home the child at the first failure often gives up, then in kindergarten, depending on the example of other guys, it will look for ways to cope with the task. Therefore, creative and aesthetic activities should be carried out in DOU.

For this, the educator should clearly understand what kind of creativity and what competences and the skills of the child should acquire.

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

ability without third-party help to take advantage of old knowledge in the new situation;
the ability to find and apply new features of the already known object;
the ability to see problems in a standard situation;
the ability to combine previously known methods in a new one.

The teacher should encourage the child for manifestations of independence, in no case to scold, if children, for example, instead of a single flower begin to draw a bouquet. The ease of the situation is important and some weakening of the discipline - let preschoolers talk, fit the window or stand with toys. Then the aesthetic education of preschoolers will be held for a child with joy and inspiration.

Nature as a means of developing aesthetic tastes

Nature is the most important aesthetic environment. The earlier it will get acquainted with nature, the more deep impression she will leave in his heart, predetermining further spiritual development. It is important here all: walks, acquaintance with the world of animals and insects, flowers and trees, works of children's writers and poets, artistic paintings, conversations and garden classes.

The child should see for what laws the nature is developing, as the seasons are replaced, as weather, plants, animals change. It is important to indicate a child for the beauty of these processes and phenomena and consolidate them in classes using a creative task. In preschool children, the animal world causes special interest: pets, wild predators, butterflies and ants.

In the stories of E. Charushina and V. Bianki in a realistic narrative, animals are presented as people, with their characters and sentiment. The guys gladly listen to such fairy tales, and later paint their heroes, which helps the development of artistic and creative abilities of preschoolers.

It is necessary to organize for children meetings with animals. It may be a zoo, a farm or circus. Well, if the family has a pet. The same applies to the world of plants. The more time the child spends in an ecocrine, the more inspiration he will have for creativity.

The artistic and aesthetic development of preschoolers can be carried out only in continuous communication with environmental education. This integration contributes to the education of the analysis of the analysis, synthesis, comparisons, the development of imagination, positive and moral attitudes both to nature and culture.

The result of aesthetic education in the framework of the DOU in the directions

Any activities of the teacher on the artistic and aesthetic education of children of preschool age should bring results that meet the requirements of the educational program. Programs are clearly spelled out that you should be able to know and know the child. Aesthetic education of preschoolers can be classified in several directions.

Direction 1. Perception of art and reality:

see and evaluate the beauty of works of art, nature, environment, to be able to express positive emotions in relation to them;
know several composers, artists, writers and their works;
to be able to use expressions in art (theatrical: voice, mimic, intonation, posture, gestures; musical: rhythm, pace, dynamics; art: composition, color, form);
know the folk culture: songs, functions, riddles, proverbs, sayings.

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

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

Direction 3. Iso:

know, call and draw forms of objects;
know the colors of rainbow and their main shades;
know what materials are used for drawing.

Direction 4. Music development:

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

Direction 4. Architecture and design:

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

Aesthetic education - a long and difficult process in which parents and educators are involved. It begins with birth and continues throughout the human life.

"Aesthetic education of preschool children in kindergarten"

An attempt was made to solve the following tasks:

examine literature on this topic and introduce the pedagogical composition of the garden.

reveal the concept of aesthetic education;

characterize the forms and methods of aesthetic education of children;

examine pre-school aesthetic education programs.

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

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An article sharing experience with teachers of preschool institutions ..

Amounted to: teacher d. Garden

Zoya Dmitrievna Lovezhenkova.

2017

An article sharing experience with teachers d. Garden.

"Aesthetic education of preschool children in kindergarten"

An attempt was made to solve the following tasks:

examine literature on this topic and introduce the pedagogical composition of the garden.

reveal the concept of aesthetic education;

characterize the forms and methods of aesthetic education of children;

examine pre-school aesthetic education programs.

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

1. The concept 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.

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.

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.

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. 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;

3. Methods, forms and objectives of the aesthetic education of childrenpreschool 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.

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;

and etc.

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.

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 outside 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 general rule of the choice of methods is to maintain the desire for children to create an art object with their own hands, for this educator

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's 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 the life of children are determined, the formation of the necessary submissions, 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 defined,which are reflected by 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.

4. Analysis of the Aesthetic Education Program in kindergarten

"Program" ed. MA Vasilyeva. This program is designed for physical and speech development, labor, social, environmental education, which, in fact, is also used to educate aesthetic taste, consciousness and morality. This program offers approximate goals and objectives for training such as OBZH, the basics of hygiene, the development of speech surrounding the world, game activity, the basics of mathematics, and, among other things, artistic literature, music and visual art.

"Program" MA 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 children's life", which includes such important items as an approximate day of day and upbringing during 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.

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 plans of a kindergarten in the form of visual art 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.

So, the "most universal and useful" program is, in my opinion, "the program of upbringing and learning in kindergarten" edited by MA Vasilyeva. This program does not lose its relevance and are shown in the complex with the whole educational process.

Literature

aesthetic education preschooler program

1. Lihachev 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. Picture 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.

(Theory) Pedagogy

"Aesthetic education is an integral part of comprehensive upbringing. Aesthetic education is based on the experience gained by the child, and gives this experience a new sound from the position of the beautiful.

One of the main conditions for the full aesthetic development of children, the formation of their artistic abilities - attention to children's creative activity: a game, visual, theatrical, constructive, musical. If you correctly organize, it is possible to provide artistic and aesthetic, comprehensive development of a child and prepare it for school, to create an environment of emotional well-being, fill the life of the baby with an interesting content. It was within the framework of all named activities of activities that the conditions for effective comprehensive training for children are being created "- this is the specialist in the field of aesthetic education of preschool children of Komarov Tamara Semenovna.

Relying on the opinion of Komarov T. S. We believe that it is aesthetic education that is a strong link between preschool institutions and an elementary school. If the child has a high level of aesthetic education, then primary school Adaptation is easier for him. There is a need to systematize work on aesthetic education in the framework of the joint activity of a kindergarten and school, which is covered in joint seminars.

We offer a scenario of one of such seminars.

Form: Workshop Workshop

Equipment: interactive complex, slides, magnetic board, magnets, records for entries, markers, cards with questions for analysis of classes, tree silhouette (carved from Watman); The image of fruits, leaves, colors - by the number of seminar participants.

Plan for

Participants are registered, occupy places for one of two tables: educators, teachers.

1. Introduction to topic

Opening word leading
Icebreaker "Birthday Day"

2. The main stage

Theoretical part

Practical part

Selection of forms of aesthetic education of children

3. Summing up the seminar

Event flow

1. The introductory word of the leading seminar.

Good day to all participants of the seminar, interesting and fruitful work.

The theme of our today's seminar: "The aesthetic development of children in the conditions of kindergarten and school." We will work with you under the motto:

"To live in beauty,
Notice the beauty
Create beauty around yourself "

2. Icebreaker "Birthday Day"

I suggest starting our seminar from holding a small "birthday day." Under the musical accompaniment, we fulfill the well-known song "Who was born in January get up, get up, get up and congratulations to colleagues rather take", born in January stand and all those present applaud.

The main stage

1. Theoretical part

Aesthetic education of preschool children

Aesthetics (from Greek - feeling, sensual) - philosophical science, which studies the sphere of aesthetic, as a specific manifestation of the value relationship between man and the world and the area of \u200b\u200bartistic activities of people.

(A.M. Prokhorov)
"Big Encyclopedic Dictionary" 1991

As a special discipline is replete in the 18th century, Baumgarten, who introduced the term "aesthetics" to refer to the "Esthetics", in Kanta "Aesthetics" - the science of sensuality rules in general "

Aesthetic education - a targeted process of forming a creative person who can perceive, feel, evaluate the beautiful and creating artistic values \u200b\u200b(B. T. Likhachev)

Such a definition is related to a mature personality. However, children in preschool age are able to respond to a beautiful environment, music, poetry, art objects, nature, they themselves seek to draw, sculpt, sing, dance, compose poems.

Aesthetic education is the most important side of the upbringing of the child. It contributes to the enrichment of sensual experience, the emotional sphere of personality, affects the knowledge of the moral side of reality, increases both cognitive activity, even affects physical development.

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

The first group of tasks is 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.

The second group of tasks is aimed at the formation of art abuses in the field of different arts: Child learning drawing, modeling, design; 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.

To implement the tasks of aesthetic education of preschool children, certain conditions are necessary.

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. Children love artistic activities, and often do it on their own initiative. It cannot be said that independent artistic activities are fully carried out without the leadership of an adult. Just the character of this guide is mediated, indirect. The teacher take care of the accumulation of the child experience, impressions, which will then be praised in independent drawing, modeling, musical activity; Trains images and techniques. Independent artistic activities because independent, which arises at the initiative of children, to meet their individual needs. The task of the teacher is not disturbing the idea of \u200b\u200bthe child, help him if such a need arises. But the main thing is to create conditions for independent activities: children should know where to get necessary materials, where you can, not interfering with others, draw, build, musitize.

The 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. We are attracting parents who are active participants in contests in kindergarten to educating independent artistic activities of preschoolers.

Independent artistic activities are closely related to the work that is purposeful and in various forms is conducting an educator. These are organized classeson the development of speech, visual activities, music; This is I. theatrical games and game-dramatization, thematic classes.

For these classes in our kindergarten, all conditions have been created: izostudia, theater salon, touch room, winter garden, cinema hall.

A considerable place is assigned excursions.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. And feelings, as you know, are very easy to destroy.

The positive impact in the education of aesthetic culture is provided by children of theatrical and circus performances, performed by professional artists.

We try more often to invite guests from school for joint holidays, competitions.

Significant place in the pedagogical process of preschool institution occupy holidays and entertainment.

Entertainment 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 art. The diverse material is selected - both literary, and musical, and the pictorial one ("Autumn - the Beauty"). The beauty of the situation, the solemnity of music, the overall high spirits on the festival - increases susceptibility to the aesthetic side of reality. Children want to participate in the holiday actively, they do not satisfy the role of observers. Such evening entertainment and holidays are delivered to preschoolers joy, attach to national culture, bring up aesthetic feelings. Permanent guests and participants of holidays and entertainment parents.

A significant role in the aesthetic education of preschoolers also plays the involvement of them to participate in competitions, both urban and regional ones.

In pre-school educational institutions, we begin to open and develop the talents of children, and the school, taking our relay, continues to work on the education of the aesthetic culture of children, continues to develop their talents.

You can track the level of aesthetic education of the child to the beginning of school life. (Attachment 1)

And now we invite you to go to the exercise on the visual activities. At the end of the lesson, we will conduct an analysis on issues that are on your tables, a card-application card 2. We will work in groups: 1 table - educators, give their own analysis, 2 table teachers, express their opinions. As a result, we compare our vision of this form of aesthetic education of preschoolers.

2. Practical part

Fine activity in senior group (Additional Education Team)
Vernissage (exhibition of drawings)
Concert (Graduates, pupils of kindergarten)

3. Allocation of forms of aesthetic education of children (work in groups)

The aesthetic education of children both preschool and younger school age is carried out in different forms. Now we will recall these forms and see if they have differences in elementary school and in kindergarten. On the board placed a card "Forms of the Organization of Aesthetic Education". You prescribe your shapes on cards and place them on the board.

3. Summing up the seminar

Our seminar approached the end. I propose to evaluate the methodology for the seminar for subsequent analysis. Before you "Tree of creativity", attach the leaves on the tree, flowers, fruits, each of which has its own value: fruit - The case passed useful, fruitful; flower - pretty good; green leaf - Something was, of course, but in general - neither yellow leaf - "Chesive", a durable day.

Aesthetic education in kindergarten - Creation required conditions For the manifestation of aesthetic qualities, the abilities of the child, the formation of the worldview. The process, the result of which the development of ability to notice the ability to evaluate the beauty of the world around the world. To teach to evaluate the beautiful, understand him, to be personally involved in it, to create on the laws of "beautiful" - important parts of the child's upbringing from young age.

Education right relationship Beautiful is not limited to art or musical perception. This is a complex system: attitude towards labor, life, everyday life, nature. Cognition of art is valuable, the effective part of this system, capable of raising moral qualities, aesthetic feelings, imagination.

Theoretical Foundations: Principles in Aesthetic Education

The organization of aesthetic education in kindergarten is made taking into account several principles:

Goals and objectives

The goal is to form an adequate aesthetic attitude to the surrounding, teach a little man to see, understand beauty. Education forms perception, imagination, develops memory, feelings, interests, inclinations, ability. Helps to form an active positive attitude towards everyday life.

form an idea of \u200b\u200bthe values \u200b\u200bof the beautiful, beautiful, elegant, harmonious;
to form perception of beautiful in art, everyday life;
influence emotional responsiveness, empathy skills, feeling of "taste";
lay out the foundation of creativity, artistic training.

The result of the upbringing becomes:

a general understanding of the good, beautiful, correct;
perception of form, content;
complicity, empathy;
the brightness of the expression of emotions, impressions, imagination.

Raising attitudes towards beautiful. When to start?

From the early years of the lives of young children attract interesting bright toys, objects. They cause a sense of joy, pronounced pleasure. The concept of "beautiful" begins to form. Playing, listening to fairy tales, looking at the pictures of animals, children get a lot of positive emotions. These emotions are the foundation for the formation of more complex qualities responsible for understanding the "beautiful". The irresistant perception of the beautiful gradually passes towards conscious harmonious taste, the development of creative abilities. The task of adults at this moment of development is to help the child, send it to the right side.

Any educational process - team work Several people (educators-child), aimed at creating conditions for the development of the necessary personality qualities, so the person of the teacher plays one of the key roles.

Each pre-school institution has the potential for the development of all the most important personal qualities. The correct constructed education scheme with family promotion guarantees the formation of a child as aesthetically developed citizen of society.

Upbringing taste from preschoolers

The feeling of taste is a complex personality quality, manifested in obtaining spiritual pleasure from "communication" with the real beauty of art. This understanding, enjoyment of works of art, understanding the beauty of nature, features of life, clothes.

In the formation of taste, a decisive role is played by training and education with constant family support. Familiarization with the cultural values \u200b\u200bof literature, music helps to find out available in childhood Works of art, see or learn to see their beauty. Children begin to recognize the works, favorite fairy tales appear, musical works, which for this period become aesthetic ideals for them. With the help of adults, they see the beauty and wealth of the word, music. This is the basis of artistic taste, which further affects the formation of household.

The feeling of taste determines the ability to feel the beauty of the surrounding world, to defend and take it. The child must understand that the flower on the flower is more beautiful than in a vase; That cleanliness is a pledge of comfort and beauty, many other primitive rules.

Tools of education

Funds - specially used educators objects, environmental phenomena that are able to influence the formation of a person's meaningful for society.

Fixed assets that make it possible to form a sense of "beautiful":

works of art;
cultural events;
different organized activities (artistic, labor), independent activities of preschoolers;
environment, nature;
aesthetics of life.

Aesthetics of life - the first means of upbringing

Cleanliness, order in the preschool institution is not only the maintenance of sanitary, hygienic standards. This is an important part of upbringing that the child himself began to recognize the beauty of the world around him from an early age. The desire to take care of everything beautiful that he sees around himself. Therefore, the design of all the premises of the institution is better to do in a stylisticly sustained line. In groups of any kindergarten and other rooms, there must be drawings of other children, crafts, works of folk creativity.

With the design of the premises, it is desirable to remember the following principles:

Practical justification of the situation;
Compliance with purity;
Colorfulness;
Contrast in the design required to ensure that the child quickly found the element to him;
Combining all elements as a single ensemble.

Works of art - the most important means of upbringing

Art is an inexhaustible tool for moral and aesthetic education of preschoolers. It teaches to appreciate the beauty, be kind, responsive. The result of communicating with masterpieces of world and national art is becoming spiritual enrichment of the child. Children are already available to many forms of artistic art: literature, painting, architecture, sculpture, cinema and theater. Use them in educational process necessarily.

Works of art can be used both when conducting classes, independent activities and at the design of premises in the preschool institution. For different children, the works corresponding to their age are selected. Suitable illustrations of fairy tales, still lifes and landscapes, small works of sculpture (tree figurines, plaster), a variety of forms of decorative art. All events are necessarily accompanied by music.

Nature in aesthetic education

Nature is the most affordable means of forming a culture of understanding of the beautiful at an early age. It allows you to teach to see the harmony, the beauty of the surrounding world, the wealth of his paints. A child through nature learns to reproduce his impressions of what seen in the form of drawings, oral stories. Excursions, walks can leave their impression for a long time.

Just contemplating nature, painting painting with the image of nature is not enough. The use of excursions and observations must be accompanied by a teacher's story. The task of the educator is not easy to show beauty in a drop of dew on a piece of leaf, interlacing stems. It is important which words are pronounced by pedagogical workers during such events. Help will have artworks depicting the beauty of nature available to understand preschoolers.

Work as a means of upbringing

With difficulty in public life, the child periodically faces. Labor is one of. Labor bases are formed in the game. The preschooler tries to create a beautiful building from cubes, put the toys, a description of the work of different professions not only introduce them to their features, but also raises the desire to imitate them. Children try on themselves different roles (doctor, teacher, policeman).

Development of creativity

ARTISTIC ACTIVITIES (Drawing, designing, making applications, modeling and other activities) lays the foundation for the formation of a self-expression ability, disclosure of their creative abilities. Music, songs, dancing contribute to the development of a feeling of rhythm, visual, auditory perception, encourage to master new actions, movements. Forced to fantasize, be attentive and trembling. Such activity distracts from sad events, helps to remove the nervous tension, lift the mood.

The skills of artistic activities help to form an artistic assessment, experiences and tastes, the overall idea of \u200b\u200bthe beautiful.

Independent artistic activity allows preschoolers to realize their ideas, ideas in artistic creativity. This contributes to:

Holidays and cultural events

Holidays and other cultural events in kindergarten contribute to the formation of aesthetic experiences, the desire to test themselves in a variety of art genres. Waiting for the holiday, preparation and its holding creates a general pre-holiday mood. Parents' participation attaches special warmth to such events.

Methods of education in Dow

There is a huge number of formation methods in children of the right attitude to the beautiful:

General: belief, exercise, problem situations, the use of emotional response;
Depending on the direction of education - methods of admission to a specific type of art;
Methods of learning artistic activities: familiarization with techniques, sample, instructions, tips, self-esteem.
Methods for the development of creative abilities - problem-search methods.

Game in aesthetic education

The game is the main form of the child's activities. This imitation, use on yourself different roles, childhood perception of adults. The game forms all the main qualities of the child's personality. It is she who most affects the formation of aesthetic culture in the early stages. In games, the development of figurative thinking, memory, imagination, and aesthetic-moral qualities occurs.

The use of gaming techniques in the formation of culture justifies itself. Gaming situations Develop creative skills and skills, contribute to the development of interest in creativity.

the situations of the game aimed at the development of creative activity;
songs, fairy tales, musical compositions;
demonstration of episodes of performances, works of art;
application of drawing stories, search situations.

Aesthetic education of junior preschoolers

Aesthetic education in the younger group is characterized by its features. Junior pre-school age favorable period for the development of the child's imagination. In this regard, it is important to create a medium that would contribute to search engine activities, helped to solve children's questions in its own way. Do not immediately give all the answers. Special games, tasks, developing classes help create conditions for the optimal development of creative abilities in the future.

Pedagogue when working with preschoolers junior Group It is necessary to make the process of their location in the institution as creative as possible. Creativity should be unnoticed, but organically enter the child's life. It is important to organize an interesting and most rich life of children while in kindergarten: enriching it with vivid impressions, emotional orientation, a variety of work forms. This is a material for the development of the imagination of a child, memory, aesthetic feelings. At this period, communication with art is important.

The child is still laid by the understanding of beauty, and expressive means of mapping are able to play their role in their development.

It becomes an important single position of teachers, parents about understanding the prospects for the development of children of this age.

Features of the aesthetic education of senior preschoolers

At the older age, the main form of aesthetic education becomes acquaintance with literature and artistic art, including cartoons and movies. Book heroes, cartoon characters become ideals, carriers of good or evil, beautiful or disgusting.

For aesthetic education in preparatory group The change in the motivation sphere affects. Attitude towards art becomes conscious, it is differentiated. Children begin to refer to art really seriously: they perceive him actually aesthetically enjoy reading, viewing paintings, drawing, listening to music. Gradually, such a craving for some forms is wonderful becomes need. The main task is to form a creative attitude to reality.

This age is a special period of aesthetic education, in which the tutor plays a very important role. Skillful teachers are capable not only to strengthen the foundation for the formation of a feeling of beautiful. They can lay a real aesthetic worldview of a small person who has the formation of relations to the world ,.

The development of a sense of understanding is beautiful is inextricably linked with the formation of all the most important facets of the person. Preschool age gives love to art, begin to declare themselves creative skills, the inclined that every child is endowed. For their implementation, organized education and training, taking into account age and individual characteristics.