Організаційно-методичні засади формування основ художньоестетичної компетентності дітей дошкільного віку

Abstract

У статті подано результати експериментально-теоретичних досліджень проблеми формування основ художньо-естетичної компетентності в дошкільному віці. Розкрито смислове наповнення понять «компетентність», «компетенція», художньо-естетична компетентність» у векторі естетичного виховання та художньої освіти дошкільників. Проаналізовано низку компетентностей дітей дошкільного віку, зокрема художньо-продуктивну, сенсорно-пізнавальну, комунікативну тощо.

The article presents the results of experimental and theoretical research on the problem of forming the foundations of artistic and aesthetic competence in the preschool age. The semantic content of the concepts “competence”, “artistic and aesthetic competence” in the vector of aesthetic education and art education of preschoolers is revealed. A number of competences of preschool children are analyzed, in particular art-productive, sensory-cognitive, communicative, etc. Artistic and aesthetic competence is interpreted as an integrated characteristic of the child’s achievements in mastering the methods of cognition and interpretation of the world. The relationship between artistic and aesthetic competence and art as an artistic and aesthetic self expression of the child. Organizational and methodological principles and elements of pedagogical technology of formation of basics of artistic and aesthetic competence in children of senior preschool age are revealed. It is noted that formation of the foundations of artistic and aesthetic competence requires the use of methods that stimulate activity and behavior of the child. The effectiveness of the pedagogical process is due to the use of methods of active preparation of the child for self-learning, independent discovery of new knowledge in art and artistic creativity. The pedagogical means (personalities, musical, poetic, prose works, reproductions, sculpture, objects of decorative and applied creativity, natural materials, utilized household materials, tec.) which carry out informational and motivational functions, encourage comprehesion, experimentation, tests are analyzed. The complex of methodological approaches which promote formation in children of preschool age of the generalized picture of world outlook, acquaintance with various art techniques and creation of an expressive image in art by imitation and own attempts, exercises, experiments is allocated.