All articles

The article concerns art as an educational resource, using of this resource in the pedagogical activity supports education, care and the development of personality. Majority of adults educating preschoolers do not possess the understanding of subject matter of the art in system, its functions, meaning for education and technologies of working with kids through art. That is why the question of their training in this area has been examined. This article proves the importance of the collaborative education for adults working with the preschoolers on the base of art pedagogy, which is the pedagogical movement to solve educational problems with art. The results, gained from a poll, of self-assessment related to the competences of adults in the area of using art in pedagogical activity are presented. For better understanding of the perception of art by adults who are teachers of different subjects or family members, it is suggested to discuss the structure of the artistic image in accordance with a scheme that reflects the structure of the interrelations of its components. The specifics of pedagogical activity with works of art are revealed and the stereotypes and limits of perception of the artistic image, caused by the professional specialization of educating adults are presented. The authors show the possibilities for cooperative solutions of educational tasks in the application of artworks by educators of different specialties. Conclusions about the feasibility of collaborative education of adults, teaching preschoolers through the methods of art pedagogy, and mastering the language of art are drawn.

The article discusses the role of artistic and aesthetic education, one of the main educational and educational facets of work with children of preschool age. Aesthetic education is aimed at harmonization of the individual, adaptation within communication, cognitive and transformative attitude towards life. The result of the artistic and aesthetic development is development of the person who can recognize and transform the world, own life and lives of others according to the laws of beauty, spirituality and harmony. The authors emphasize that through the art child acquires special attitude towards reality. Aesthetic development in early childhood education can be incorporated into the educational process within different content. The article provides practical examples of working with preschool children, aimed at aesthetic development.