Elena V. Mikheeva

The necessity to employ ecological-subcultural practices into educational process of a preschool educational establishment was stated by A. Zebzeeva. By such the author means situational, autonomous, grownup, peer, or self initiated acquisition of cultural experience of interacting with the nature within various groups, teams, and communities.

The program could be seen as a tool which would help understand life through love, compassion, friendship, goodwill, and care for people and environment. At the same time it develops negative attitude to aggression and carelessness towards environment. The article introduces a program specifically designed at forming ecological awareness in children.

In the article the problem of variability of exemplary educational programs of preschool education is analyzed. It is shown that a variety of educational programs contribute to the quality of preschool education and its accessibility. The problem areas of Russian preschool education are shown and the positive aspects of the introduction of variability in preschool education are analyzed. The author stresses that the variability of preschool education ensures the maximum possible degree of individualization of education, makes the educational process “child-centered”, creates special relation of personality to the objectives, content and process of education. The author gives a generalized characteristics of exemplary educational programs, which to date have been developed under the Russian Federal Standard of Preschool Education.

The authors of the article draw attention to the peculiarities of developing cognitive and creative activity in pre-school children in the context of pre-school education reforms. It is noted that the activities of a modern kindergarten are based on “favorable socialization of children” in the process of their assimilation of social life experience and relationships. This requires establishment in the preschool educational of a livelihood that would not only be safe but also filled with a variety of events; it also requires close interaction between children and adults in the educational process at the level of equal partners. The described model of innovative activities of a pre-school educational establishment is dedicated to the issue of formation of children’s cognitive and creative activity by means of familiarizing with the origins of the Russian folk culture is exactly the one that entails a variety of events and such a type of interaction with children when the adult deliberately tones down his or her subjectiveness in favor of the child, providing the latter with space for self-development.

Introduction. The paper presents results of theoretical research and practical evaluation of the problem of developing creative abilities in senior preschool children. The purpose of the study was to develop a system of pedagogical support for creative self-realization of preschool children.

As theoretical foundation pedagogical studies on encouraging creative activities in children, made by L. A. Venger, N. F. Vishnyakova, R. I. Zhukovskaya, Т. S. Komarova, I.Ya. Lerner, A. I. Savenkov, N. M. Sokolnikova, A. I. Usova, O.S. Ushakov were used. The authors showed the possibility of developing creative abilities in preschool children by providing a focused learning process in preschool.

The practical significance of the research lies in determination the cultural practices pedagogical means of developing creative abilities in preschool children. Results of the research can improve the process of aesthetic development of preschool children in the system of preschool education. Results of the research can be used by preschool teachers, students of pedagogical universities colleges; they can be useful for creating preschool educational programs.

Conclusions. Pedagogical support in developing creative abilities in children is determined by a special set of pedagogical conditions: studying the level of creative activity of a child; development and implementation of the partial educational program, which presupposes developing creative abilities in children in the process of learning the culture and traditions of their country; pedagogical education of parents about creative development of senior preschool children.

Relevance. The problems of aesthetic education of preschool children are caused by the increasing need of society for creative personalities. Musical art most effectively contributes to the development of a holistic, versatile and developed personality, the formation of its cultural potential, as well as needs and interests, therefore it should be one of the fundamental components of modern education. The article presents the results of a theoretical study and practical testing of the problem of the formation of musical and aesthetic ideas in children of senior preschool age.

The aim of the study is to develop a system of performing activities for preschoolers, which ensures the formation of their musical and aesthetic ideas. The methodological basis of the study was a culturological approach that determines the development of a pedagogical model of the aesthetic development of a personality, which ensures activity and independence in activity; the principle of cultural conformity, which acts as a special pedagogical technique for acquiring knowledge by activity, in the process of mastering musical culture.

Research progress. Experimental work was carried out with chilren of senior preschool age (6–7 years old) in the village of Podgorodnyaya Pokrovka, Orenburg region. The experiment consisted of three stages, within which we identified the existing levels of musical and aesthetic representations in children of senior preschool age, implemented the pedagogical conditions for the formation of musical and aesthetic representations in children by means of performing activities, and tested the effectiveness of pedagogical conditions.

The practical significance consists in determining the content of performing activities of older preschool children in preschool education, which ensures the positive dynamics of the formation of musical and aesthetic ideas; structured pedagogical diagnostics of musical and aesthetic ideas of children of senior preschool age.

The results of the study can be used by teachers of preschool educational organizations and institutions of additional education, students of pedagogical universities and students of pedagogical colleges; useful in the development of educational programs for preschool and additional education.

Conclusion. The system of formation of musical and aesthetic ideas in children of senior preschool age in performing activities is determined by a special set of pedagogical conditions: determining the content of musical and performing activities of children of senior preschool age; provision of a creative musical and educational environment in a preschool educational organization that promotes the formation of musical and aesthetic ideas in children; organization of interaction with the parents of pupils on the formation of their musical and aesthetic ideas.