Theoretical foundations of aesthetic education of preschool children

Theoretical foundations of aesthetic education of preschool children

Aesthetic education is a purposeful interaction between educators and students, promoting the development and improvement in a growing person of the ability to perceive, correctly understand, appreciate and create beauty in life and art, to actively participate in creativity, creation according to the laws of beauty.

Aesthetic education is closely related to moral education, but it also has its own specifics - this is an introduction to art.

Aesthetic education includes:

¾ knowledge of the laws by which works of art are created;

¾ nurturing in a person the desire to experience the world of beauty;

¾ development of creative abilities.

The importance of aesthetic education lies in the fact that it makes a person nobler, forms positive moral feelings, and beautifies life.

Aesthetic education is carried out under the influence of reality (nature, everyday life, work and social life) and art (music, literature, theater, works of artistic and decorative creativity). The forms of organizing children's aesthetic activities are varied. These could be games, activities, excursions, holidays and entertainment. It is very important that the teacher’s work in this direction is built on a scientific basis and carried out according to a specific program that takes into account the perfect level of development of various types of art, the consistent complication of requirements, and a differentiated approach to the knowledge and skills of children of different ages.

Aesthetic education occupies one of the leading places in the content of the educational process of a preschool educational institution. Aesthetic education is the organization of children’s life and activities, contributing to the development of the child’s aesthetic feelings, the formation of ideas and knowledge about the beauty in the life of art, aesthetic assessments and an aesthetic attitude towards everything that surrounds us.

The result of aesthetic education is aesthetic development, which is understood as a long process of formation and improvement of aesthetic consciousness, relationships and aesthetic activity of the individual. This process has different stages and levels, determined by age and social factors.

Aesthetic education in preschool age has its own characteristics, which are determined by the unique purpose of aesthetic education. The goal of aesthetic education , as applied to a mature personality, is to form a creative personality capable of perceiving, feeling, appreciating beauty and creating artistic values.

The methodology of aesthetic education is based on the joint activity of the teacher and the child to develop his creative abilities for the perception of artistic values, for productive activity, and a conscious attitude towards the social, natural, and objective environment. The success of this work is largely determined by the extent to which the individual characteristics, needs and interests of the student, and the level of his general development are taken into account.

Methods of aesthetic education depend on many conditions: the volume and quality of artistic information, forms of organization and types of activities, and the age of the child. The level of training, skill and abilities of the teacher play a significant role. A child receives aesthetic information through many channels: the social environment, the objective world, natural phenomena, works of art, which is why the method of holistic perception of the plot of a picture, a fairy tale, or the musical-figurative construction of a piano piece is so important. Methods of aesthetic education are usually divided into visual and verbal. They are subject to certain requirements. The performance of literary and musical works must be artistically expressive and emotional, otherwise the encounter with art will not have its impact. In the verbal method, it is also necessary to achieve vivid imagery so that children understand not only the content of the picture, poem, song or the meaning of the task, but also experience the mood, corresponding to the mood of the characters, we felt the expressiveness of artistic means.

Researchers have identified a number of the most effective methods that promote the formation of aesthetic feelings, attitudes, judgments, assessments, and practical actions in children. She includes among them:

¾ method of persuasion aimed at developing aesthetic perception, appreciation, and initial manifestations of taste;

¾ method of training, exercises in practical actions designed to transform the environment to develop skills of a culture of behavior;

¾ method of problem situations, encouraging creative and practical actions;

¾ a method of inducing empathy, emotionally positive responsiveness to the beautiful and a negative attitude towards the ugly in the world around us.

An important means of aesthetic education is the creative activity of children, including play. Theatrical games are of particular importance in solving the problems of aesthetic education, which will be discussed in more detail in the next paragraph.

Features of the formation of aesthetic feelings in children of senior preschool age

Introduction

The formation of aesthetic feelings in preschoolers is a pressing problem. A child who is able to feel the beauty around him receives a source of inexhaustible positive energy, which creates a good mood, a feeling of happiness, and inspires play, learning, work or communication. This problem can be solved most effectively in older preschool age. In modern conditions, the content and methodology for the development of aesthetic feelings must be updated. We should look for new approaches that will not only contribute to the development of a sense of beauty in everyday activities, but will also make the preschooler in general more sensitive to beauty, ready to see, hear and feel the beauty around him. One of the effective, but little studied means are works of the animalistic genre.

Outstanding foreign researchers in the field of preschool pedagogy F. Frebel, O. Dekroli, as well as well-known representatives of domestic preschool pedagogy and psychology E.I. Tikheyeva, N.P. Sakulina, N.B. Wenger believed that the formation of aesthetic feelings constitutes the foundation of the general development of a preschool child. The formation of aesthetic feelings in children contributes to the formation of cognitive interests, introduces them to the unique and diverse world of animals, the interaction between humans and animals, teaches love and understanding, forms responsiveness to beauty, and develops aesthetic feelings.

According to N.A. Vetlugina, deep artistic and aesthetic feelings, as well as the ability to perceive everything beautiful in the surrounding reality and in creativity are an important condition for a person’s spiritual life. She notes that this process must be targeted, organized and controlled.

The essence of the animalistic genre, its value in social and aesthetic terms, is reflected in the works of Yu.M. Kirtsev, N.P. Kosterin, V.S. Kuzin, A.E. Terentyev, and others.

The relevance of the issue under study is evidenced by the fact that there is more and more modern research in this area, but it is not fully used in the practice of preschool educational organizations. Educators underestimate the possibilities of using the animal genre in educational activities and rarely use it in the formation of aesthetic feelings in children of senior preschool age.

Topic of the study: “The animal genre as a means of developing aesthetic feelings in children of senior preschool age.”

Purpose of the study: to identify the possibilities of forming aesthetic feelings in children of senior preschool age using the animal genre.

Object of study: the formation of aesthetic feelings in children of senior preschool age.

Subject of research: the animalistic genre as a means of developing aesthetic feelings in children of senior preschool age.

Research hypothesis: the education of aesthetic feelings in older preschoolers will be successful if

— to identify the features of the formation of aesthetic feelings in children of senior preschool age;

— carry out a selection of works of the animalistic genre for familiarization with children of senior preschool age;

- in classes, systematically, purposefully use paintings of the animalistic genre and apply various methods and techniques for educating aesthetic feelings.

Research objectives:

1. Study psychological, pedagogical and methodological literature on the research problem.

2. To study the process of education of aesthetic feelings in older preschoolers and to identify its features.

3. To identify the most effective methods and techniques for educating aesthetic feelings in older preschoolers in the process of becoming familiar with the animalistic genre.

4. Test a series of classes on the formation of aesthetic feelings in older preschoolers in the process of becoming familiar with the animal genre.

Research methods:

— theoretical (analysis, systematization of information, comparison, generalization);

— empirical (observation, conversation, pedagogical experiment);

— statistical (data processing).

The practical significance of the study lies in the fact that the developed materials can be used by college students in practical training and by young educators in their professional activities.

Base of experimental and practical work: Municipal autonomous preschool educational institution “Kindergarten No. 44” of the urban district of the city of Sterlitamak of the Republic of Bashkortostan.

Chapter I. Theoretical foundations for the formation of aesthetic feelings in senior preschool children using the animal genre

Features of the formation of aesthetic feelings in children of senior preschool age

Aesthetic feeling is a person’s direct emotional experience of the ability to relate to expressive manifestations of reality and the consolidation of this ability in various types of aesthetic activity.

Ideas about the essence of aesthetic feelings, its tasks, goals have changed, starting from the times of Plato and Aristotle right up to the present day. These changes in views were due to the development of aesthetics as a science and understanding of the essence of its subject. The term “aesthetics” comes from the Greek “aisteticos” (perceived by the senses). Philosophers and materialists (D. Diderot and N.G. Chernyshevsky) believed that the object of aesthetics as a science is the beautiful. This category formed the basis of the system of aesthetic feelings.

The formation of aesthetic feelings is a process of purposeful, systematic influence on the child’s personality for the purposeful development of his ability to see the beauty of the surrounding world, art and create it [3, p. 45].

Adults and children are exposed to artistic and aesthetic processes every day. The beautiful and the ugly, the tragic and the comic play a significant role in everyday work, in everyday life, in interpersonal communication throughout the world around us. Beauty brings aesthetic pleasure, develops work activity, makes meeting people pleasant, and on the contrary, it rejects the ugly, tragedy teaches compassion, comedy helps in the fight against shortcomings.

The formation of aesthetic feelings occurs in children at all “stages of their natural and cultural activities and in all types of behavior to harmonize the world and the products of their activities, themselves and their communication with other people” [25, p. 142].

In the works of A.I. Burova, V.E. Druzhinina, B.T. Likhacheva, S.N. Naumova, V.A. Sukhomlinsky, G.Kh. Shingarov's aesthetic feelings included: satisfaction, disinterested aesthetic pleasure, aesthetic joy, feelings of beauty, aesthetic perception, contemplation, experience, fantasy. They believed that aesthetic feelings serve as a stimulus for improving the positive qualities of a person, social traits such as empathy, compassion, kindness, responsiveness, mutual assistance, generate in a person the ability to enjoy work and knowledge, tone up psychophysiological functions, activate socially significant activities, unite and enrich person.

Aesthetic feelings in preschoolers include: positive emotional responsiveness, joy from their achievements and about the successes of other children, a sense of beauty and an emotional and valuable attitude towards the surrounding reality. In addition to the formation of children’s aesthetic attitude to reality and art, aesthetic feelings simultaneously contribute to their comprehensive development. Aesthetic feelings contribute to the formation of a person’s morality, expands his knowledge of the world, society and nature [5, p. 14].

Preschool educational organizations solve specific problems aimed at developing the aesthetic feelings of children: developing the ability to feel and understand the beautiful in life and in art, respond emotionally to it, appreciate the beautiful, strive to complement the beauty of the world around them to the best of their ability. All these tasks can be successfully solved only if children develop aesthetic feelings for the surrounding reality. The formation of aesthetic feelings and ideas of children, familiarization with beauty is carried out in a certain system, in various types of activities, in the perception of the surrounding reality and works of art [13, p. 12].

The aesthetic properties of a person are not innate, but begin to develop from a very early age in the conditions of a social environment and active pedagogical guidance. In the process of forming aesthetic feelings, children gradually master the aesthetic culture of our society, the formation of aesthetic feelings, as well as ideas, concepts, judgments, interests, needs, feelings, artistic activity and creative abilities.

By the end of senior preschool age, a child can listen more intently to musical and literary works, examine works of fine art, and also perceive them more deeply, empathize, sympathize with the positive, the good, and condemn the evil. The child develops an ear for music and poetry. Children exhibit stable preferences for certain genres of musical, literary and visual works. They develop an interest in the beautiful in the surrounding life and art [36, p. 135].

Modern aesthetic and pedagogical literature identifies the abilities necessary for creating an artistic image by older preschoolers: the ability to convey the generalized imagery of objects, to comprehend emotionally and aesthetically, to combine form and content. The conditions for the formation of these abilities have been identified: children’s independent choice of artistic and expressive means (according to the plan); harmonious color scheme in accordance with the theme and emotional attitude to the image; the dependence of visual materials and execution techniques on the nature of the transmitted image.

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

1. Systematically develop the perception of beauty, aesthetic feelings, and ideas of children. All types of art, nature and everyday life contribute to this, causing immediate emotional responsiveness, joy, excitement, admiration, passion.

2. Involve children in activities in the field of art, cultivating in them the need and habit of introducing elements of beauty into everyday life, nature, and social relations.

3. To form the foundations of children’s aesthetic taste and the ability to independently evaluate works of art and life phenomena.

4. To develop the artistic and creative abilities of children [30, p. 54].

The main task of developing aesthetic feelings in older preschool age is to form a creative attitude towards reality. The formation of aesthetic perception, aesthetic and artistic abilities, aesthetic and artistic activity is based on the modern development of sensory systems, the activity of various analyzers, providing the necessary accuracy and precision of differentiation.

Solving problems in the formation of aesthetic feelings is closely related to the formation in children of such qualities as initiative, the ability to foresee certain results, strive for them, and the ability to dream.

Meeting the beautiful in art with well-organized work evokes an aesthetic feeling in children. By influencing feelings and evoking them, beauty gives rise to thoughts and shapes interests. In the process of forming aesthetic feelings, the child makes his first generalizations. He makes comparisons and associations. The desire to find out what the picture and music are telling about makes children look closely at the colors and lines, listen to the sound of music and poetry. Children begin to notice a certain connection between the surrounding reality and the art that reflects it.

Many teachers have been and are studying the problems of forming aesthetic feelings in preschool children: N.A. Vetlugina, T.G. Kazakova, N.P. Sakulina, E.A. Flerina and others. Thus, aesthetic feelings as a psychological category were considered by psychologists such as G.S. Abramov, R.S. Nemov, S.L. Rubinstein. A.M. Vinogradova, A.V. Zaporozhets, T.S. Komarov considered the issues of the formation of aesthetic feelings through the artistic activities of children.

Thus, in the process of formation and training, the tasks of aesthetic education in preschool age are carried out. By shaping children’s artistic abilities, their aesthetic feelings, and aesthetic attitude towards beauty, the teacher lays the foundations on which a person’s spiritual wealth will be formed in the future.

B.T. Likhachev notes that the formation of “aesthetic feelings is a purposeful process of formation of a creative personality capable of perceiving, feeling, appreciating beauty and creating artistic values.” IN AND. Loginova noted that the aesthetic feeling evoked by a person’s actions, his relationship to work and everyday life, to all life, approaches a higher concept - to beauty as the highest moral ideal. Aesthetic feelings are characterized by complexity, depth, variety of content and are in unity with the human intellect [41, p. 26].

The aesthetic sense is characterized by creative aspirations. It makes you want to act. A. S. Makarenko excellently showed how he formed in children the desire to “see a better tomorrow and strive for it in a joyful general tension, in a persistent, cheerful dream.” The preschooler enthusiastically surrenders to these experiences, strives to act if this “musically tuned energy” is evoked in him.

The process of forming aesthetic feelings plays a big role in the development of a child’s personality. The main assistants in this labor-intensive process are adults - teachers, parents. It depends on them whether children will develop the foundations of aesthetic taste and the ability to independently evaluate works of art and life phenomena.

When working with children to form aesthetic feelings, the following tasks are necessary: ​​to form the perception of beauty, aesthetic feelings; involve children in activities; introduce elements of beauty into everyday life, nature, and social relations; to form the foundations of aesthetic taste, the ability to independently evaluate works of art and phenomena; develop artistic and creative abilities [19, p. 56].

The category of beauty is the main aesthetic category. It reflects not only an aesthetic assessment, but also a moral one. The formation of knowledge about beauty occurs through everyday objects that reflect children, for example, toys or works of art. Gradually, by older preschool age, the study of beauty in natural phenomena, life, and evaluation of people’s activities and actions comes.

At this age, preschoolers evaluate their actions, which ones are beautiful and which ones are ugly. They are taught that a person who works is wonderful, and being lazy is ugly. Children are taught the beauty of working conditions, and are taught to take care of the results of these works through different types of arts: poetic activity, song creativity, musical activity, visual arts. “Preschoolers are given knowledge about beauty, and they can give an aesthetic assessment: beautiful or ugly, ugly or ugly.

The task of any education is to form certain needs in the individual. The formation of an aesthetic need, which is defined as a person’s need for beauty and, in fact, according to the laws of beauty. Teachers should pay special attention, first, to the breadth of aesthetic needs, i.e. “the aesthetic abilities of a person to relate to the largest possible range of phenomena of reality; second, on the quality of aesthetic need, revealing the level of artistic taste and ideal; third, on active creative activity, both performing and authoring, which concerns not only art, but also all forms of human activity. These signs can be considered a criterion for a person’s aesthetic feelings” [36].

In kindergarten, classes on the formation of aesthetic feelings are associated with all aspects of the educational process, since a variety of forms have a beneficial effect on this, and the results are visible in a wide variety of activities [38, p. 123].

Classes include:

— formation of aesthetic feelings through the means of art;

- formation and development of an aesthetic attitude to the surrounding world through familiarity with social and natural phenomena in everyday activities, in work activities, and in play activities.

The next important condition is the presence in everyday life of works of art, such as fiction, works of decorative and applied art, sculpture, paintings, prints, musical works, etc. From early childhood, a child should be surrounded by authentic works of art.

The third condition is the activity of the children themselves, due to the fact that the creation of an aesthetic environment does not yet determine the success of the formation of aesthetic feelings in a child. The joint work of a teacher and a child to develop a preschooler’s creative abilities to accept artistic values ​​and to engage in productive activities underlies the methodology of aesthetic education [15].

The variety of methods for the formation of aesthetic feelings depends on many conditions, such as the volume and quality of artistic information, forms of organization and types of activities, and the age of the child.

Pedagogical science and practice determines a number of the most effective methods that contribute to the formation of children’s aesthetic feelings, attitudes, judgments, assessments, and practical actions:

- a method of persuasion, which is aimed at developing aesthetic perception, evaluation, and initial manifestations of taste;

- a method of training, exercises in practical actions that are aimed at transforming the environment and developing skills of a culture of behavior;

— a method of problem situations that encourage creative and practical actions;

- a method of inducing empathy, emotionally positive responsiveness to the beautiful and negative attitude towards the ugly.

A preschooler who observes aesthetic phenomena in life not only develops aesthetically, but also spiritually. But at the same time, the child does not “realize the aesthetic essence of objects; for him it is entertainment, and without the intervention of an adult, the child may develop incorrect ideas about values ​​and ideals” [21].

“In artistic activity, as a rule, there is a reproductive factor and a creative one. A child cannot create unless he learns to reproduce, both factors are necessary and interconnected.” The first and main condition for the formation of aesthetic feelings is the cultivation of the ability to perceive, correctly understand, evaluate and create beauty in life and art. The process of forming aesthetic ideas in children covers two important groups of tasks. The first group is a task that is aimed at forming aesthetic ideas about the world around us. These are the skills to see beauty in nature, actions, art, to understand beauty; cultivate artistic taste, the need for knowledge of beauty. The second group is associated with “ideas about the imagery of the artistic language of various arts: teaching children to sculpt, draw, move to music, design; singing; formation of verbal creativity" [18].

Based on this, the general concept of aesthetic feelings is associated with the ability for artistic and aesthetic creativity in art and life, behavior, and relationships. This ability includes the following elements: artistic taste, the ability to admire, experience and judge, elements of aesthetic education - aesthetic ideal, aesthetic development and aesthetic education [18].

In preschool age, we introduce children to beauty, but we must understand that a child cannot fully understand where the truth of beauty is and where it is fake. The teacher needs to know the features of the formation of the aesthetic culture of children of senior preschool age [19, p. 54]

When talking about beauty, the teacher focuses on feelings rather than content. The teacher connects the aesthetic sense with sensory development, because the beauty of all objects is in the unity of shape, color, size, line and sounds. Therefore, it is necessary to organize didactic games for sensory education of children. The child is imitative, so the teacher should give only positive role models.

Thus, senior preschool age is a special age for the formation of aesthetic feelings, where the teacher plays the main role in the life of a preschooler. Taking advantage of this, skillful teachers are able not only to lay a solid foundation for an aesthetically developed personality, but also, through aesthetic feelings, to lay down a person’s true worldview, because it is at this age that the child’s attitude to the world is formed and the essential aesthetic qualities of the future personality are developed.

MAGAZINE Preschooler.RF

“aesthetic education” , “aesthetic development” are revealed , the main directions are presented, as well as the most effective forms and methods of aesthetic development of children of senior preschool age)

Key words: aesthetic education, aesthetic development, senior preschool age.

The problem of aesthetic education and development of preschool children is traditionally one of the most important in pedagogy, which is reflected in modern legal documents. In particular, one of the most important tasks of the Federal State Educational Standard for Preschool Education is the formation of a general culture of students, the development of their moral, intellectual, and aesthetic qualities.

The system of aesthetic education in the educational process of a preschool educational organization plays such an important role as teaching a child to see the beauty around him in the surrounding reality. The period of senior preschool age is the most important for aesthetic development, since children of this age group are characterized by emotionality, liberation, the need for vivid impressions, and the activity of cognitive processes.

In preschool pedagogy, the terms “aesthetic education” and “aesthetic development” are closely interrelated.

Aesthetic education in the interpretation of A.G. Gogoberidze is “a purposeful process of forming an aesthetic attitude to reality, the formation of a creatively active personality, capable of perceiving and appreciating the beauty in the surrounding world (nature, work, social relations) from the position of an aesthetic ideal, and also experiencing the need for aesthetic activity, transforming reality according to the laws beauty" [p. 326].

Aesthetic education, according to G.M. Kodzhaspirova, is “the development and improvement of the ability to perceive, correctly understand, appreciate and create beauty in life and art, to actively participate in creativity, creation according to the laws of beauty” [p. 43].

Aesthetic education is considered by N.A. Vetlugina as “the development of the ability to perceive, feel, understand beauty in life and art, as the cultivation of the desire to participate in the transformation of the surrounding world according to the laws of beauty, as introduction to artistic activity and the development of creative abilities” [p. 5].

Thus, in preschool pedagogy, aesthetic education is understood as the process of forming a creative personality capable of perceiving, feeling, evaluating, and creating beauty. The result of aesthetic education is the aesthetic development of preschool children. A component of this process is art education, the process of mastering art knowledge, abilities, skills, and developing abilities for artistic creativity.

Matskevich I.V. in his dissertation research, the aesthetic development of a preschooler means the formation of the following qualities that are potentially present in the child:

— the ability for aesthetic perception based on syncretism and figurative thinking, sensory and emotional responsiveness to art objects;

— empathy based on an emotional and moral attitude towards examples of art;

- the ability for productive creative imagination [p. 27].

Aesthetic development, according to the Federal State Educational Standard for Preschool Education, involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.) [p. 12].

Aesthetic development is the most important aspect of raising a child. It contributes to the enrichment of sensory experience, the education of the emotional sphere of the individual, influences the knowledge of the moral side of reality, increases cognitive activity and is one of the urgent tasks of today, introducing children to beauty [p. 115].

A.A. Melik-Pashayev identifies an aesthetic attitude to reality as a component of the aesthetic development of a person. An indicator of the presence of an aesthetic attitude to reality in a child in an older preschooler is the emotional-evaluative characteristics of an object or some phenomenon that has not yet been placed in the context of an artistic task [p. 6].

O.L. Ivanova offers the following criteria for assessing the level of development of an aesthetic attitude to reality:

1. interest in aesthetically expressive objects of reality, their isolation using aesthetic categories, the originality of perception of works of art;
2. manifestation of empathy, feelings of compassion and involvement;
3. understanding and assessing reality from the standpoint of “good - bad” , “good - evil” ;
4. value attitude towards the products of creative activity of peers;
5. level of development of color perception;
6. way of constructing images of perception [p. 57].

The disciplines of the aesthetic cycle (drawing, sculpting, appliqué) are a means of aesthetic development of preschoolers, during which the child’s intuitive feeling and understanding of beauty transforms over time into his conscious attitude towards beauty in art and in life.

The period of senior preschool age is sensitive for aesthetic development, which is explained by the following factors:

- apperception develops - a property of perception that depends on past experience, individual characteristics of a person, one’s own aesthetic perception of an object or phenomenon is developed;

— the nature and content of generalized methods of examining objects using a system of sensory standards and perceptual actions is improved;

- the aesthetic perception of the surrounding reality continues to develop through the ability to observe, analyze, compare, highlight characteristic, essential features of objects and phenomena, notice similarities and differences, and generalize;

- aesthetic judgments are formed, preschoolers learn to reasonedly and comprehensively evaluate the image created by both the child himself and his peer;

— independence of aesthetic assessment of works of fine art is formed;

— attention is paid to the artistic and aesthetic means of conveying the image: color, shape, proportions, space, volume, composition;

— learn to perceive and evaluate the aesthetic qualities of a painting, sculpture, objects of decorative and applied art through the analysis of artistic and expressive means in conveying an image [p. 120].

Generalized content-target directions of aesthetic development of older preschoolers A.G. Gogoberidze defines it as:

1. activation and development of an emotional response to manifestations of beauty in the surrounding world, its depiction in works of art and one’s own creative works, the development of artistic and aesthetic perception;
2. creating conditions for children to master the language of fine arts and artistic activity and, on this basis, enriching their ideas about art;
3. development of aesthetic assessments, judgments, interests, aesthetic preferences, desire to learn art and master visual activity;
4. stimulating independent manifestation of an aesthetic attitude towards the surrounding world in a variety of situations;
5. development of visual activities;
6. formation of the position of an artist-creator, supporting the manifestations of children's independence, initiative, individuality, activating the creative manifestations of children in the process of introducing them to art and their own visual activity [p. 327].

Comprehensive educational work on aesthetic development in a preschool educational organization should be built on the following principles:

— relationships with all educational work in a preschool educational organization. The activities of teachers to develop the artistic and musical creativity of children are considered as an organic part of the general pedagogical work;

— relationships between training and development. The entire educational process is built on the basis of the unity of education and training, which is developmental in nature and leads to the aesthetic development of children. Particular importance is attached to the relationship between aesthetic education and intellectual and moral education;

— the connection between children’s creativity and life. Reflects all the diversity of its manifestations, which predetermines the variability of content, forms and methods of organizing children's artistic activity;

— integration of different types of art and artistic activity. Integration provides a versatile impact on the child, promotes knowledge of objects and phenomena from different sides based on the perception of reality by various senses and the transfer of images perceived or created by the child’s imagination in various forms of artistic activity using means of expressiveness specific to a particular activity (musical, visual , artistic-speech, theatrical-game);

— artistic and aesthetic selection of material. Determines the strategy for selecting works, orients the teacher and the child to the fact that in front of them are works of verbal, visual or musical art that reveal the richness of the surrounding world and human relationships, giving rise to a feeling of harmony and beauty; learn to understand the beauty in life;

- nationality and cultural conformity. Correspondence of the modeled picture of the world to the self-awareness of the people whose culture is being studied. At the same time, this principle makes it possible to introduce children to the culture of different peoples of the world, to reveal the originality and uniqueness of works of folk art and fiction;

— individual approach in artistic and aesthetic education and development. Based on identifying individual differences in children and determining the optimal ways to develop the creative artistic abilities of each child;

— continuity in aesthetic education and development of children of preschool and primary school age.

The above principles synthesize all aesthetic concepts around themselves, revealing, justifying and developing them. They substantiate the aesthetic view of the world, which predetermines the content of aesthetic education and development of preschool children [p. 57].

The main form of work on aesthetic development is specially organized educational activities, which are carried out in accordance with the requirements of the Federal State Educational Standard for Preschool Education. Work on artistic and aesthetic development is carried out in the process of familiarizing older preschoolers with the world around them, with nature, with different types of art (literary, musical, visual, decorative and applied arts, etc.). At the same time, preschoolers always have the opportunity to reflect their impressions of the acquired knowledge in both joint and independent creative activities (drawing, modeling, dramatization, creating hand-made books, writing, games, etc.

Fine art is most often used as the basis in the system of aesthetic development of preschoolers, familiarization with which allows one to lay a solid foundation for the development of aesthetic feelings and teach children to see, feel and understand beauty. Art has significant potential for personal development. Communication with works of art has educational significance and contributes to the active growth of aesthetic consciousness and the development of aesthetic feelings in the personality of a preschool child.

Art is the highest form of manifestation of the spiritual and practical value of aesthetic education and development, because it can really have a significant impact on the emotional side of a child’s personality. The results of the artist’s creative activity evoke complex, sublime aesthetic feelings, expand the individual experience of the preschooler, and have a positive impact on aesthetic ideas, views, and tastes.

Thus, aesthetic development is understood as the process of formation, improvement of the aesthetic attitude and aesthetic activity of the individual.

The aesthetic development of older preschoolers is a complex multidimensional process, during the implementation of which the age and psychological characteristics of children should be taken into account. Senior preschool age is sensitive for aesthetic development, since children of this age are able to perceive beauty most sensitively.

Currently, the goal of the aesthetic development of children of senior preschool age in the context of the implementation of the Federal State Educational Standard of Preschool Education is considered in the aspect of forming the foundations of the child’s artistic and aesthetic culture, as a result of which he develops an integral personality quality, characterized by a humanistic orientation in artistic and aesthetic activity, expressed in the aesthetic and behavioral elements of culture and the creation of products of one’s own creativity in a multicultural space.

Fine art has optimal opportunities for the aesthetic development of older preschoolers, as it contributes to the development of aesthetic perception, aesthetic evaluations and judgments. Since art is a reflection of the surrounding world, through it the foundations of an aesthetic attitude towards the surrounding reality are laid in preschoolers.

At the same time, in the educational process of a preschool educational organization, methodological difficulties arise in determining the criteria for the qualitative level of aesthetic development of older preschool children, and the didactic potential of book illustration as a means of aesthetic development of children of older preschool age is insufficiently used.

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Introduction

At the present stage of development of our state, against the backdrop of economic and political changes, the goal of the educational process is the comprehensive development of a preschool child.

Recently, attention has increased to the problems of the theory and practice of artistic and aesthetic education as the most important means of forming an attitude towards reality, a means of moral and mental education, that is, as a means of forming a comprehensively developed, spiritually rich personality.

Preschool age is the most important stage of personality development and education. This is the period of a child’s familiarization with the knowledge of the world around him, the period of his initial socialization. It is at this age that independent thinking is activated, children’s cognitive interest and curiosity develops.

In this regard, the education of preschoolers’ artistic taste, the formation of their creative skills, and their awareness of the sense of beauty is of particular relevance.

The purpose of the course work is to theoretically substantiate and experimentally test the possibility of forming the foundations of the artistic and aesthetic taste of older preschoolers through painting.

The object of the study is the process of artistic and aesthetic education of children of senior preschool age.

The subject is the implementation of the process of artistic and aesthetic education of children of senior preschool age.

Based on the purpose of the course work, we determine the following tasks:

1. Study psychological and pedagogical literature on the problems of artistic and aesthetic education of preschool children;

1. To substantiate the importance of paintings as a means of artistic and aesthetic education.

3. Experimentally test a series of classes and didactic games on

formation of the foundations of artistic and aesthetic taste in older children

preschool age through painting.

During the work, the following methods were used:

1. Theoretical analysis of psychological and pedagogical literature.

2. Observation.

3. Conversation.

4. Diagnostic tasks.

5. Quantitative and qualitative analysis of the results obtained.

As a hypothesis, we put forward the assumption that the formation of the foundations of the artistic and aesthetic taste of older preschoolers through painting will be effective if classes and didactic games are conducted that provide for the formation of the foundations of the aesthetic taste of older preschoolers through painting.

The methodological basis of the study was:

— conceptual ideas contained in the research of domestic and foreign teachers and psychologists about the nature and specific features of children's artistic creativity as an aesthetic phenomenon (D.V. Bakushinsky, E.I. Flerina, N.P. Sakulina);

— provisions of pedagogy and psychology on the meaning, relationship and interdependence of perception and creativity in children's visual activity (S.L. Rubinshtein, A.V. Zaporozhets, B.M. Teplov, etc.);

— the concept of understanding children's art as part of world artistic culture (B.P. Yusov, N.N. Fomina).

In the studies of B.M. Nemensky, N.A. Vetlugina, T.S. Komarova, R.M. Chumicheva, T.N. Doronova, E.A. Flerina and others have proven that communication with works of art has cognitive significance, helps the development and improvement of feelings, and actively contributes to the growth of the aesthetic consciousness of the individual.

The experimental study was carried out on the basis of the municipal budgetary institution of lyceum No. 67, kindergarten No. 172 “The Little Mermaid”, 20 children aged 5-6 years took part in it.

The course work consists of an introduction, 2 chapters, a conclusion, and a list of references.