TEACHER ROOM: The role of art in the harmonious development of a preschooler

Visual art is one of the specific human languages that emerged long before the appearance of verbal languages. It went through a long evolutionary path from the symbolic designation of the object or phenomenon to the artistic and imaginative transfer of emotional and intellectual experience: from the artist to the spectator, from one generation to another.

SourceThe analysis of the literature dedicated to the visual activity of children shows that the most important task is the creative development of the child through the visual arts. But in practice, a child's ability to reflect their feelings in graphic and plastic form or to master technical skills is limited by the lack of material skills, a set of poorly composed visual aids, sample images and a lack of knowledge and special skills of the educator.

I believe that full-fledged creative development through fine arts at a level that a child can do in a preschool educational institution will significantly influence the quality of a child's overall development in the event that:

• Visual arts classes will be held regularly;
• In the classroom, the child will receive practical and theoretical knowledge of the visual arts;

Classes will include tasks for the development of thinking, imagination, memory, the child's speech, fine motor skills of the hand, the eye, the ability to see and represent color, space, transmit their emotions in the image, etc.

• Tthe teacher will use a variety of forms and methods of training;
• The teacher will maintain the child's interest in visual activity;

The classes graphics activities in the kindergarten, in addition to carrying out educational tasks, are an important means for the full development of children. The education in drawing, modeling, application, design in the preschool years, contributes to the mental, moral, aesthetic and physical education of the child. The graphics activity is closely related to the knowledge of the surrounding life. Initially, it is a direct knowledge of the properties of materials (paper, pencils, paints, clay, etc.), knowledge of the connection of actions with the result. In the future, the child acquires knowledge about objects, materials and surrounding equipment, but his interest in the material is due to the desire to convey his thoughts and impressions of the surrounding world in graphic form. To correctly represent the subject, you must have a clear idea of it.

In the preschool age, the child in his drawings highlights only some of the most prominent signs, which sometimes are not significant. For example, when drawing a person, children sometimes represent glasses, buttons on a dress that does not exist and consider that they are the main details. As a result of intentional training, the child begins to highlight the main thing, essential in the image.

In the process of the visual activity, the visual representations of the children of the surrounding objects are clarified and deepened. The children's drawings sometimes speak of the child's misconception of the subject, but from the drawing, it is not always possible to model the precision of the children's ideas. The idea of a child is broader and richer than his visual abilities, since the development of ideas is ahead of the development of visual skills and abilities.

In addition, preschoolers sometimes deliberately violate the size and color of the image, trying to convey their emotional attitude to the object. For example, in the "My family" image, the child increases the size of the mother to show its meaning; Paint your favorite objects with bright colors, etc. In order for the child to independently use the skills acquired when drawing an object in the image of a series of homogeneous images, he must be able to generalize, operate with concepts.

At present, the question of the peculiarities of the development of the child's thinking in relation to various types of activity has been widely studied. In the preschool age, in addition to the effective forms of visual thinking that are directly related to the process of practical work, a higher level of thought development is also possible: visual-figurative. A child based on mental operations can present the results of his work and then begin to act.

The development of visual-figurative thinking occurs in the learning process. The successful mastery of imaging techniques and the creation of an expressive image require not only clear ideas about individual objects but also the establishment of links between the appearance of the object and its purpose.

A preschooler can create images so real and fantastic that he did not perceive them sensually. Studies in this area show that the figurative beginning in children's drawings is already evident in the younger preschool age with appropriate educational work. And already in 5-7 years in relation to the acquisition of experience and the increase of mental activity in the process of creativity, the image created by children also changes.

The graphic activity is closely related to the solution of problems of moral education. This communication is carried out through the maintenance of child labor, establishing a certain attitude towards the surrounding reality and elevating observation, activity, independence, the ability to listen and perform the children's task, to put an end to the work started.

The surrounding life gives children rich impressions, which are then reflected in their drawings, applications, etc. In the process of drawing, the attitude towards the image is fixed, since the child relives the feelings he experienced when he perceives this object or phenomenon ... Therefore, the content of the work has a great influence on the formation of the personality of the child.

The rich material for ethical and aesthetic experiences gives nature: combinations of bright colors, a variety of shapes, the beauty of many phenomena (thunderstorms, surfing, and others). In the process of drawing and modeling, personal qualities are formed as important as activity, independence, initiative, which are the main components of creative activity.

A child learns to be active in observation, the performance of work, to show independence and initiative to reflect on the content, the selection of materials and the use of various means of artistic expression. Equally important is the cultivation of purpose at work, the ability to bring it to the end. In the graphic activity process, pre-school children are educated with a sense of camaraderie and mutual help.

Working on the image, children often turn to each other for advice and help. At the end of the lesson, there is a collective analysis of the children's work. What contributes to the formation of objective evaluations of his drawings and colleagues. In some cases, the work of pre-school children is organized as a collective task, during which they develop the ability to work together in harmony and in concert.

It is important that children cultivate an aesthetic attitude towards the environment, the ability to see and feel beauty, develop artistic taste and creative abilities. Graphic activity plays an important role in the education of the aesthetic feelings of a preschooler.

The specific details of the art of drawing, modeling, and applying provide ample opportunities to learn beauty, develop in children an emotional-aesthetic attitude towards reality. Fine arts show a person the world of the beauty of real life, shapes their beliefs and influences behavior.

Visual activity contributes to the development of children's creative abilities, which is only possible in the process of their practical application of knowledge and skills. Each type of visual activity, in addition to the general aesthetic influence, has its own specific effect on the child. The drawing influences the development of the sense of color, teaches us to see the beauty of a combination of different colors and tones.

Sculpture affects the development of a sense of form. The child really feels a piece of clay, can change it, independently giving it the desired shape. The application takes the child to the generalization of the form and its expression with the help of a silhouette. Concerned about the development of artistic skills in children, the teacher must know the moments that are the first motivating factors to attract attention, the interest of children in drawing, modeling, etc.

One of these factors is often a deep emotional experience of the child. In the perception of an object or phenomenon: a bright image, books, toys, landscapes. The emotional experience will make the child have the need to tell others about a particular phenomenon and show it with visual means. By creating a drawing, the child again experiences the emotional impulse that was present during the observation. Feel the great pleasure of the drawing process. The child has the desire to draw every day and to represent in the drawing everything he sees around him.

All types of visual activity classes with the correct orientation have a positive effect on the physical development of the child. They help to raise the general vitality, creating a vigorous and cheerful mood. Vision is of great importance for drawing and modeling.

To draw, to model an object, it is not enough to see it and discover it. The image of the object requires a clear understanding of its color, shape and design, which the child can receive as a result of specific preliminary observations. In this work, the role of the visual apparatus is especially important.

The drawing, modeling, application and design of the class contribute to the development of the child's hand, especially the muscles of the hands and fingers, which is so important for additional written learning in school. During the classes, adequate training is developed.

The problem is that art is not a science, its apparent simplicity and accessibility for perception create the impression that there is no need to create a strict training system, to determine the logic of a given academic discipline, to develop textbooks.

Therefore, the practice of visual activity is an important means to develop the personality of a preschooler. In visual activity, personality activity manifests itself vividly and, above all, the activity of the cognitive-creative components of the complex structure of the personality.

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Posted from my blog with SteemPress : http://deisip67.vornix.blog/2018/11/06/the-role-of-art-in-the-harmonious-development-of-a-preschooler/

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