What includes in the visual activities. Fine activities in the development of perception of preschoolers

Fine activity is a specific figurative knowledge of reality. In order to draw, cut out any item, you must first become good with it, remember its shape, magnitude, design, color, location of parts.

L.S. Vygotsky, developing the ideas of cultural and historical psychology, considered Children's drawing with a graphic speech, which occupies an intermediate position between the index gesture and oral speech, on the one hand, and a written speech - on the other. Children's drawing, from the point of view of L.S.

Vygotsky, represents the form of a social sign, and painting painting can be considered one of the means of cultural development. [Vygotsky LS, 1982]

An analysis of drawing development periodizations allows two large stages to be distinguished: damage and visual. The appearance of the ceiling stage is a manifestation of the overall indicative and research activity of the child (E.A. Ekjanova; V.S. Mukhina), an expression of motor activity (R. Zazzo, I. Luke), imitation of an adult activity (K. Bücher; E.I. Ignatiev), transmission of brain gestage.

At this stage, the child has no interest in the result of the activity, the process itself is worried. He has no subject images, but it begins to master the iconic function through assimilation of the ability to establish a conditional substitution relationship between objects.

The development of substitution in the visual activity passes through all the stages of the development of the child. In early childhood, the child seizes the individual properties of objects in the subject-practical, manipulative activity. In preschool age in gaming activities, the child begins to use substituents. Gradually, the child moves from the substitution of the subject to the toy to the substitution of his word.

The transition from one stage to another is associated with the formation of interest in the result of the activity and the appearance of the plan (figure plan, intentions).

The change in the relationship between the intent and its embodiment follows the path of transition from the name after the image to the item before the start of drawing [Bühler K., 1930]. Here we can see the relationship between the development of planning and nomination. On the other hand, the attitude between the intent and its embodiment develops on the way more and more realism, i.e. Image approximation to the image depicted. Fine activities contribute to the development of the feeling of the rhythm necessary for mastering and improving the motor sphere. [Mednikova LS, 2004]

It should be especially emphasized the role of drawing in the development of the perception of space and spatial representations. The development of children perception, ideas and other mental processes is impossible without the active participation of thinking. In the course of the visual activities, the child is forced to produce a number of intellectual operations: to comprehend the structure of a clearly perceived object, schedule a sequence of drawing, compare the pattern with an object, to compare parts of the pattern between themselves, etc. Analysis, synthesis, comparison, planning and some other mental actions ensure the correct task.

Childhood is a period of intensive formation of physiological and mental functions. Drawing at ??? M plays the role of one of the mechanisms for implementing the body of improving the body and psyche.

In the first years of the child's life, the development of both motility and motility, as well as sensor coordination, is especially important. From the chaotic perception of space, the child goes to y ??? ignitions of such concepts like a vertical and horizontal. And the first children's drawings appearing at this time, naturally, are linear. Drawing is involved in the formation of visual images, helps to master the forms, coordinate perceptual and motor acts.

As for the characteristic features of the children's drawing, they clearly reflect the stages of the development of the visual-spatial-motor experience of the child, on to ??? ry it relies during the drawing process. So, children do not recognize the spatial image about 6 years to 6 years, they only draw a front view or top. Training at ??? m Extremely ineffective: Even learning painting in circles, children in an informal setting prefer to perform those images to ??? rye correspond to their level of development and to ??? rye, by the way, they themselves consider themselves more correct.

Fine activity requires the agreed participation of many mental functions. According to a number of specialists, children's drawing also contributes to the coherence of intermetrous interaction. In the process of drawing, the specifically-shaped thinking is coordinated, which is mainly associated with the work of the right hemisphere of the brain, as well as the abstract logical, for K ??? Roe responsibly for the left hemisphere.

It is worth noting that the awareness of the surrounding occurs in a child faster than the accumulation of words and associations, and drawing provides him with the possibility of the most easily in figuratively express what he knows and experiences, despite the shortage of words. It is important to know that most experts agree that, children's drawing - ??? One of the types of analytical synthetic thinking. Drawing, a child seems to form an object or thought again, drawing up with the help of a picture ??? E knowing, studying patterns relating to the subject and social world. Children as a rule drawn not an object, but a generalized knowledge of him, denoting individual traits exclusively with symbolic signs.

Drawing, thus, performs ??? E-made analogue of speech.

Being directly related to the most important mental functions - with visual perception, motor coordination, speech and thinking, drawing does not simply contribute to the development of each of these functions, but they bind them among themselves, helping the child to organize the rapidly digestible knowledge, arrange and fix the model more and more complicit presentation About the world.

Drawing to adolescent age, apparently, mainly exhausts ??? and biological functions, his adaptive role is reduced. The child moves to a higher level of abstraction, the first position is put forward by a word that allows much more ease than drawing, transmitting the complexity of events and relationships.

The nature of the formation of visual activity is clearly traced in comparison ??? of the process at the level of normal development and with mental retardation. When ??? M is clearly acting in the diagnostic value of graphic products as an indicator of the level of intellectual development.

Classes on drawing, modeling, appliques in the mass kindergarten are combined under the name "Fine activity" or productive activities, as they are the result of the child's creation of a certain product: drawing, appliqués, modeling. The value of the visual activity for the comprehensive development and education of a preschooler with dysarthria is great and multifaceted. Speaking as a specific figurative means of knowledge of reality, it is of great importance for the mental education of the child, which in turn is closely associated with the development of speech. [Filippova S.O., 1999]

Activities with paper, scissors, plasticine, paints and pencils enriches the presentation of children about the surrounding items and contributes to the manifestation of mental and speech activity. Using the visual activities, the teacher can determine the level of intellectual and emotional development of children.

As part of the visual activities of children teach drawing, modeling, appliqués. Fine activities can be viewed not only as one of the preferred species of pre-school activities, but also as a tool for correction and development.

Fine activity brings preschoolers with speech impairments to understand that visual art reflects the world around the world through lines, paints, colors, forms. Also, the visual activities of the child in turn introduces us with his inner world, his fears and joy. During this period, children get acquainted with different types and genres of fine arts, the ideas about which they deepen in the process of visual activities.

Tasks in learning this type of art:

1. Education in children with problems of emotional and aesthetic feelings, emotional responsiveness in the perception of works of art;
2. The development of the ability to understand their content, its unity with the means of expressiveness in different types of fine art;
3. Formation of an appraisal attitude to the results of visual creativity, its own and peers, skills and skills in visual decorative, constructive activities;
4. Development in children of the motor "alphabet" of fine actions, technicians of spatial orientation images, ideas about the basic means of the "fine language";
5. Formation of creative manifestations of the child in different types of fine art;
6. Summing up the child to understand that art surrounds everywhere (at home, in kindergarten, on the street); That it gives people a pleasure, decorates life and that it should be carefully applied. [Gronkov I.A., 2001]

Fine activity develops individual mental operations, such as comparison, generalization, analysis, synthesis, abstraction, concretization, classification. Thinking is organically connected with a speech, which is a tool of thinking, a way to transfer information, a regulator of human communication and its own behavior. [Vygotsky LS, 1996]

In child development, the word is preceded by the image, and in 2-3 years old, the child can already be explained by speech with other people, and drawing at this time is still in the ceiling doodle stage of dynamic graphic exercises and does not have an explicit sense. But when the drawing becomes "similar" and recognizable, then the child strives to name it, the image acquires a name. It becomes a substantive, symbolic meaning of the figure, which marks an important step forward in his thinking. It opens and begins to develop a new language of communication - through an image that can be perceived and contact with others.

Drawing for a long time becomes the leading activities of children, providing a multilateral influence on their development. Under its influence, their nominative speech is converted into rich definitions, with shaped and colorful characteristics. [Vygotsky LS, 1991]

The drawing for the child also acts as a special form of speech and system easily digestible and convenient for the use of graphic signs, which can serve for recording and transmitting its inner feelings and reflections. Definition of children's creativity One of the first Dala E. A. Fleina: "Children's fine creativity We understand how conscious reflection by the child of the surrounding reality in the picture, modeling, designing, reflection, which is built on the work of imagination, on the display of its observations, as well as the impressions obtained They are through the word, picture and other arts. The child does not passively copy the surrounding, but processes it in connection with the accumulated experience and attitudes to the depicted. " He "gives it" with the words what can not portray. Further studies of children's creativity even more clarified this definition. N. P. Sakulina examines the visual activities of the child as an image ability, the ability to correctly draw the subject, and the ability to create an image showing the attitude to it. This ability of expression and is an indicator of children's creative principle. [Sakulina N.P., 1959]

The implementation of these areas in practical education of children is carried out in painting classes, modeling, appliqués, as well as during the organization in the kindergarten of children's work work, acquaintance with books, reproductions of paintings, familiarization with objects of decorative and applied creativity, conducting conversations about art and visits to exhibitions.

Thus, the use of visual activities is comprehensively developing a preschooler, forms the main moral categories, artistic taste, and also affects the formation of individual mental operations. Applying various forms and techniques in training, the teacher can expand the circle of the ideas of children about the surrounding. In turn, analyzing children's work, you can learn about the feelings and experiences of the child, its inner world. The relevance of the use of visual activities is due to the fact that it is one of the main activities in this age group.

Creativity in any manifestation is necessary for the development of the child. Fine activity in this matter is distinguished by versatility. With its help, creative abilities are formed, morality is brought up, the habit of work is embedded, the work of mental functions is improved.

How the visual activity is developing in preschool age

The first attempts of creative images a child takes in drawing. Cognitive interest pushes the kid to take a pencil or felt-tip pen and told them on a sheet of paper. From the first doodles, the development of visual activities in preschool age begins and in the future there are several stages or stages.

Three-year-old children are capable only for chaotic "patterns". Someone simply draws circles and curls woven with each other. Others seek to imitate adults if they show them the basics of fine art. Attempts are possible to draw straight lines or even the likeness of simple figures.

After the end of the "Mary", the child studies the resulting and aware that his actions led to a result - a certain image. This stage of development psychologists are called damping.

By the age of 4, the child acquires greater accuracy in the line of lines, and also understands that the drawing can display some plot or idea. Watching the interlacing lines, it begins to understand how to "fold" them so that it is not abstraction, but a house, mother, sunshine. The child connects observation, notes the characteristic signs of items that can be depicted.

At first, the image is more emotionally than graphically, differs in subjectivity. Adults recognize the idea quite difficult, and the baby in a different period of time can change the name of his picture. The sun turns into an orange, simple zigzags become a fence.

In the drawings of senior preschoolers, the idea is quite recognizable. Moreover, at this age, children make special efforts to impart similarity of the subject with real. An important point - in 6-7 years old preschooler is not ready to draw from nature. All images are distinguished by uniqueness, made by memory based on their own ideas of children. The actualization of its experience helps the child to find ideas, how to portray the conceived.

The visual activities of the preschooler is characterized by the following features:

In the younger age, the child first draws or sculpt the figure, then studies the resulting and gives the name to its work. Kids are not ready to work on the initial idea.
Older children take plasticine or pencils with the intention to create something defined. Given that the skill is still under development, the resulting picture can be quite far from ideas.
In the process of work, the ideas on the image can change. Already doing, the baby can understand that instead of the mother it turns out a tree, and instead of a cat - a bunny. Then he easily changes the original idea.
Ready work due to insufficient workout often requires commentary supplement. The child necessarily tells about the drawing or a blind figure, explains the appointment of individual elements.
The technical skills of drawing are developing - possession of a pencil, shallow, corresponding push, etc.

Fine creativity is preschoolers, therefore it is especially important for their development. The usual game ends when the child is bored with the occupation. Considering any kind of visual art, he sees the result of his actions, which motivates the continuation of the exercises.

Types of visual activity

Children's psychologists allocate three types of visual activities that effectively contribute to the development of preschoolers' creativity: drawing, applique, modeling. It is important not to focus on one species, but to deal with a preschooler for all three directions.

Painting

In preschool age, it is difficult to meet a baby who would not have come into delight if possible to draw, so drawing as a type of visual creativity is the basis for the development of artistic skills. It is useful to use all possible tools: pencils, crayons, different types of paints.

In the interval from 3 to 7 years old, the preschooler passes several stages of learning drawing. It is best to start with pencils. It is important to teach the child first draw the contours of the conceived subject.

Starting with simple geometric shapes, in the future you can go to the graphic construction of more complex forms. They are connected, add details, the planned image is gradually manifested. The second stage is painting, finished lines facilitate the task, setting clear boundaries.

Exercises using gouache and watercolor help the child to master drawing on another principle. First, it is simply depicted color spots, the baby realizes that with her hands can portray the sky blue, the forest is green, the sea is blue.

The use of paints is much more complicated from a technical point of view, so the first classes with a child better devote to the mixture of different colors, focus on shades. For the further development of creative abilities, what signs were allocated to get the desired color.

Coal, colored chalks should be used to teach children of senior preschool age when primary skills are mastered. The use of these tools helps the child to form the ability to transmit the form of the object and understanding, as using a hatching part of the object is depicted convex.

Lepak

The modeling is, first of all, creating a bulk figure that helps to develop spatial thinking. For preschoolers, basic materials and equipment - plasticine, clay, stacks.

Creativity begins with simple figures - roll the ball, make a bar or a triangle. The modeling is convenient because the details can be connected, change their shape, edit what failed. Cashing, the child absorbs the concept of volume, proportions, three-dimensional shape, structure of objects. With a well-developed skill, complex objects are obtained: toys, cars, animals.

It should be noted that, despite the diversity and multicolor of plasticine bars, the most expressive agent is clay. It plastic, besides, it can be knocked out, put the product on the shelf - the baby will be able to see the result of his own labor.

Applique

Application is a special appearance of a preschooler, developing artistic taste and intellectual abilities, requiring enhanced mental work. The presence of a finished stencil slightly facilitates the creation of a finite picture, but the figures that need to be cut, differ in complex forms. Application includes many details that do not always have pronounced signs that help recognize the location.

For example, when creating an image of a clown, there may be a variety of parts of its suit, which individually seem simply semicircles, the squares of the wrong shape. In the process of selection of places for sticking, the child learns to understand the magnitude and correctness of the location of the elements relative to the center.

In sets for applications, many shades are often involved, especially if it is designed for senior preschoolers. Developing the ability to understand and distinguish colors.

If the application is performed without using the finished circuit, then a huge scope for imagination appears. Preschooler, using colored paper and natural materials, learns to combine them, see harmonious and unsuitable combinations. All this forms aesthetic judgments and artistic taste.

Additional appliqué bonus - formation. You have to ride beads, cut strictly along the shape lines, gently glue small parts.

Formation of interest in preschoolers to the visual activities

Each child is already a person. The difference in characters and preferences entails an individual choice of favorite teaching baby.

There may be a problem of forming interest in creative classes.

The attraction to the visual activity can fade, especially if the child seems that he does not work.

However, you can revive interest using additional methods of teaching preschoolers drawing.

How gaming techniques contribute to creativity

Before entering school, the game contributes to the training of preschoolers and is the main occupation of the child. Therefore, the best and simple decision to interest the baby is to draw or paint in the game in the game. To do this, create a so-called gaming "problem":

Toys were hungry, they need to feed them (cut out fruits and vegetables);
On the street a strong wind, and the dolls do not have a house;
The doll wants a new beautiful outfit, but the tailors first make sketches;
In unequal battle, the superhero broke his weapon, it is important to help him;
It is necessary to make a base-shelter from the attack of aliens;
Masha is so busy work that he does not have time to decorate the rooms at home.

Such game techniques contributes to the revival of the attractiveness of drawing and modeling and sustainable consolidation of interest in the depicted, because the child has motifs, why he does it.

Using non-traditional art technician

It is useful to resort to unconventional art technicians: a new one seems to a child a miracle. Pencils can be replaced with a candle - a very unusual tool. Monotype - Almost Magic: A painted half of the butterfly on a sewer is suddenly turning into whole due to the print.

Using the stains of carcasses and wood branks helps to create bushes and trees. The use of food film and the creation of printing with ribbed wallpapers adds new impressions. A similar effect has the creation of a textured image of the subject with a mixing of soap with water and paint.

It is possible to achieve delicate shades if we apply watercolor paints to wet watman, and drawing on the fabric opens up new boundaries of painting opportunities. Drawing with fingers or palm perfectly motivates when it is necessary to attract to the lesson of younger preschoolers. The use of non-traditional techniques and image methods awakens interest even if the child avoids creative classes.

Comprehensive impact of visual development activities

Any type of visual activity has a positive effect on the development of perception, spatial thinking, the artistic taste of the preschooler. Based on the listed ability to create creativity. Therefore, visual activities as a means of developing creative abilities are considered one of the most efficient.

Fine art contributes to the development of creative potential due to learning to see the beautiful, the ability to independently create beautiful objects. The aesthetic and visual perception is satisfied.

Drawing is synthetic activities that promotes the development of spatial representations and preschooler. The child learns to relate the sizes and forms of real objects and create their projections on a sheet. Drawing is based not only and not so much on, as on mental operations, requiring the analysis and identification of the characteristic features of the object, which will serve as a model of the image.

The modeling and applique, as already been noticed, develops a small motorcy and hand cleaner. Creating creative products is impossible without prior thinking at least a few steps, therefore, children are formed by planning skills.

In the process of visual activity, self-monitoring skills are laid. Drawing or manufacturing a model of plasticine, the preschooler constantly coordinates its result with how it represents. This is a significant achievement of the formation of personality and indispensable quality in organizing independent activities in the future.

Fine activity - is one of the most interesting preschool children: she deeply worries the child, he only causes positive emotions. Fine activity is a specific figurative knowledge of reality. There are different types of visual activities. It is drawing, modeling and applique, the main purpose of which is a figurative reflection of reality.

Classes on visual activities, except for the implementation of educational tasks, are the most important means of comprehensive development of the identity of the child. Training drawing, modeling, appliqués, design contributes to the mental, moral, aesthetic and physical education of preschoolers. Fine activity is a specific figurative knowledge of reality. As any cognitive activity, the greatest value has for mental education of the child.

The importance of visiting activities for the comprehensive development of preschool children

Mastering the ability to portray it is impossible without the development of targeted visual perception - observations. In order to draw, cut out any item, you must first get to know it well, remember its size, shape, design, location of parts, color.

Children are reproduced in the drawing, modeling, appliqués what was perceived earlier, with which they were already familiar with. Most of the children create drawings and other work on the presentation or memory. These ideas are formed in the process of direct knowledge of the objects of the image in games, for walks, specially organized observations, etc. Many children learn from stories, verses from fiction. In the process of the very activity of the presentation of children about the properties and qualities of items is clarified. This is involved in vision, touch, hands.

The training of visual activity is currently impossible without the formation of such mental operations as an analysis, comparison, synthesis, generalization. In the process of observations, during the examination of the items and their parts, before the image of children, first of all, it is taught to allocate the shape of the objects and their parts, the size and location of parts in the subject, color. The image of different objects in the form of objects requires them to compare and establish differences. At the same time, children learn to compare items, phenomena and allocate in them to general, combine objects in similarity.

So in the form of the objects of the surrounding world can be combined into several groups (items of the rounded form, rectangular, square, etc.). Based on the similarity of items in the form, the generality of the image methods in the modeling, drawing, appliqués occurs.

Under the guidance of the educator, children gradually acquire the ability to analyze the subject. The ability of analysis develops from more common and coarse distinction to more subtle.

The knowledge of the objects and their properties acquired by the effective way is fixed in consciousness. The qualities of one form or another, the value becomes not only the signs of individual, certain items, but are generalized in the understanding of children as inherent in many subjects. They recognize and name them in any items.

In practice on drawing, modeling, appliqués and design, the speech of children is developing: the assimilation of the names, colors and their shades, spatial designations contributes to the enrichment of the dictionary; Spellings in the process of observation of objects and phenomena. When examining objects, buildings, as well as when viewing illustrations, reproductions from paintings, artists have a positive effect on the formation of a coherent speech. The teacher also actively includes children in explaining the task, the sequence of its execution. In the process of analyzing work at the end of the occupation, children talk about their drawings, modeling, appliqués, express judgments about the works of other children. This contributes to the development of a figurative, expressive speech.

When conducting classes, favorable conditions are created for the formation of identity qualities such as inspotability, initiative, mental activity and independence. Direct, sensual acquaintance with objects and phenomena, with their properties and qualities is the area of \u200b\u200bsensory education. Successful mastery of visual activity requires the implementation of sensory education and itself promotes this upbringing.

The formation of ideas about objects and phenomena with the need requires learning knowledge about the properties and qualities of objects, about their form, color, magnitude, position in space. Children determine and call these properties, compare items, find similarities and differences, i.e. Produce mental actions. Thus, the visual activities contribute to sensory education, the development of visual-figurative thinking. Fine activity should be used to educate in children of love for the whole best, just.

For children, the attitude of adults, peers to their drawings, modeling, appliqués is very important. They react very sensitive to comrades comments, an assessment of the teacher. Praise the child pleases (that his work is marked by a teacher, the child tells everyone), and a negative assessment is saddened. Therefore, it is necessary to use praise and censure thoughtfully, carefully: if the child praises all the time, he can form self-confidence, the sassay; Conversely: if you constantly say a child, that he painted poorly, caught up or stuck, it is possible to work out a strong negative attitude to the visual activities.

Fine activity and design should be closely related to those knowledge and ideas that children receive as a result of all educational work, rely on these knowledge and presentation and contribute to their consolidation. Of course, selecting social phenomena, on topics of which children will be asked to perform drawing, modeling, applique, you need to remember about the age-related possibilities of children. If you put too complex tasks, then the difficulties of the image caused by the absence of the necessary skills and skills in children will prevent them from not only conveying their attitude, but also to clearly depict the phenomena of public life.

The public focus of children's visual creativity is manifested in the fact that in the drawing, modeling, appliqués and design, children transmit phenomena of public life. Children are very worried and flights to space, and the labor of Soviet people in the city and in the village, and the performances of our athletes at various competitions, the Olympiads, and much more. You need to give them the opportunity to reflect these impressions and your attitude towards them.

The value of the visual activities for moral education is that in the course of these classes, children are brought up with moral and volitional qualities: skill and need if something started to bring to the end, concentrately and purposefully engage in, helping a comrade, overcome difficulties, etc. P. In the process of creating collective work, children are brought up by the ability to unite, negotiate the fulfillment of the overall work, strive to help each other.

The shared sessions of the visual activities contribute to the upbringing of sociability and friendly relationships (usually two children use one set of paints, one can with water, etc.).

The collective reviews of the work teach children to be attentive to the drawing, modeling, appliques of comrades, fairly and kindly to evaluate them, rejoice not only by their own, but also together.

Fine activity combines mental and physical activity. To create a drawing, modeling, appliqués, it is necessary to apply efforts, carry out labor actions, master the skills of sculpt, cut, draw the subject of a form or a form and structure, as well as master the skills of working with scissors, with a pencil and brush, with clay and plasticine. Proper possession of these materials and tools requires the well-known costs of physical forces, labor skills. The assimilation of skills and skills is associated with the development of such volitional qualities of individuals, as attention, perseverance, excerpt. Children raises the ability to work, seek and receive the desired result.

The formation of hard work, labor skills also contributes to the participation of children in preparing for classes and cleaning after them. In work practice, all preparations for the lesson are assigned to the duty officers. Therefore, an escape child of independence in kindergarten, it will be easier for him in school. At school, each child must prepare his workplace.

The basic value of the visual activity is that it is a means of aesthetic education. In the process of visual activity, favorable conditions are created for the development of aesthetic perception and emotions, which are gradually moving to the aesthetic feelings that promote the formation of aesthetic attitude to reality. Allocation of properties of objects (shapes, buildings, values, colors, location in space), promotes development in children feelings of form, color, rhythm - components of aesthetic feeling.

For the development of aesthetic perception, it is very important when familiarizing with the subject, a phenomenon to emphasize its beauty, use a figurative comparison.

The more consciously starts the child to perceive the surrounding, the deeper, the aesthetic feelings are more stable and meaningfully. Gradually, children acquire the ability to elementary aesthetic judgments (about the phenomena of life, about the subjects created by man, about the works of art).

The development of the children of aesthetic feelings allows them to bring them to aesthetic estimates of the subject and its individual properties that can be designated by various definitions: a huge, elegant, light, joyful, festive, alive, and others. For the aesthetic education of children and for the development of their visual abilities, it has great importance Acquaintance with works of fine art. The brightness, expressiveness of images in the paintings, sculpture, architecture and works of applied art causes aesthetic experience, helps children deeper and fully perceive the phenomena of life and find figurative expressions of their impressions in drawings, modeling, appliqués.

Gradually, children begin, artistic taste is developing. In drawings, modeling, appliqués, children convey their impressions of the environment and express their attitude towards him. Training should be aimed at teaching children of artistic activities, expressive image of items and phenomena.

Fine activity only then acquires a creative nature when children develop an aesthetic perception when they master the skills and skills necessary to create an image.

Aesthetic perception promotes the formation of relevant ideas. They reflect the aesthetic qualities of items and phenomena. The creative nature of the activity provides for the emergence and development of the plan. In a drawing, modeling and applique, the child does not just tolerate what I remember: he has some experiences in connection with this subject, a certain attitude towards it. One view includes what was perceived at different times and in different settings. From this child's imagination creates an image that it expresses with various visual means.

The value of the visual activity in mental education.

Fine activity is closely related to the knowledge of the surrounding life. Initially, this acquaintance is directly with the properties of materials (paper, pencils, paints, clay, etc.), the knowledge of the connection with the result obtained. In the future, the child continues to acquire knowledge of the surrounding items, of materials and equipment, but his interest in the material will be due to the desire to transfer their thoughts, impressions of the world around the world. M.I Kalinin wrote about the meaning of drawing for mental development: "A person who learned and is used to draw, especially suitable for each subject. He will catch it from different sides, draws him, and in his head he will have the image of this subject. This means that he deeply penetrates the very essence of the subject. "

To correctly depict the subject, you need to have a clear idea of \u200b\u200bit, i.e. To see the characteristic features of the subject, their ratio with each other, shape, color. The younger preschooler in its drawings is trying to allocate only a few brightest signs that are sometimes not essential. For example, drawing a person, children sometimes depict glasses, buttons on a non-existent dress, considering them the main details.

In order for the child to independently use the skills acquired when drawing a single object, in the image of a number of homogeneous, it should be able to generalize, operate with concepts. Currently, the question of the peculiarities of the development of the child's thinking due to various activities were quite deeply studied. In preschool age, in addition to visual-effective forms of thinking related directly to the process of practical work, a higher level of thinking is also possible - visual-shaped. A child based on mental operations can present the result of its work and then start acting.

The development of visual-shaped thinking occurs in the learning process. In the study of N.P. Sakulina (31, 37) showed that the successful mastering of image receptions and the creation of expressive images require not only clear ideas about individual objects, but also to establish links for the appearance of the subject with its purpose to a number of objects or phenomena. Therefore, before the image, children decide mental tasks based on their concepts, and then seek ways to implement these tasks. The child of a senior preschool age is able to create such real and fantastic images that he sensually never perceived.

The value of the visual activity in moral education

Fine activities are closely related to solving problems of moral education. This connection is carried out through the maintenance of children's work, fixing a certain attitude to the surrounding reality, and education in children of activity, observation, initiatives, perseverance, independence, skills to listen and perform the task, bring the work started to the end.

The surrounding life gives children rich impressions, which are then reflected in their drawings, appliqués, etc. During the image, the attitude towards the depicted is fixed, since the child again experiences those feelings that experienced in the perception of this phenomenon. Therefore, the content of the work has a great influence on the formation of the child's personality. N.K. Krupskaya wrote: "It is necessary to help a child through art deeper to realize their thoughts and feelings, clearly think and deeper to feel; It is necessary to help the child is the knowledge of himself to make himself a means of knowing others, a means of closer convergence with a team, to the means through the team to grow along with others and go together to a completely new, full of deep and significant experiences of life "

Komarova TS, Savenkov A.I. (18, 20, 26) emphasize that in the process of visual activity in children, moral and volitional qualities are brought up: the need and ability to bring to end to the end, concentrately and purposefully engaged in to overcome difficulties. When creating collective work, the ability to unite for a common cause is brought up, agree on the fulfillment of general work; The desire to help each other.

A rich material for ethical and aesthetic experiences gives nature: bright combinations of colors, a variety of forms, the greatest beauty of many phenomena (thunderstorm, marine surf, blizzard, etc.).

Fine activity helps to consolidate the idea of \u200b\u200bthe work of people, their life. For example, getting acquainted with the city, the guys paint the street on which at home stand in slender rows, on the pavement in different directions, but in strictly moving machines, people are moving along the sidewalks. In plot drawings, people reflect their impressions of new buildings, depict various labor processes.

The appliqués of preschoolers make decorative patterns of vegetables, fruits, colors. The teacher in classes on these topics tells not only about the design, the form of the pictures of the objects, their color, but also about the large work, which has to spend a person to build new buildings, growing agricultural products, etc. All this significantly expands the ideas of a child about human labor activities, contributes to the labor education of the preschooler.

In the process of drawing, modeling, designing such important personal qualities, as activity, independence, initiative, which are the main components of creative activity are formed. The child tends to be active in observing, performing work, to show independence and initiative in the thinking of the content, selection of materials, the use of various means of artistic expressiveness. Equally important is the upbringing of purposefulness in the work, the ability to bring it to the end. All methodological techniques used by the educator should be sent to the formation of these moral qualities.

In the process of visual activity, a sense of partnership, mutual assistance is brought up in preschoolers. Working on the image, children often appeal to each other for advice, help. At the end of the classes, a collective analysis of children's work is carried out, which contributes to the formation of objective assessments of its drawings and drawings of comrades.

In some cases, the work of preschoolers is organized as a collective execution of a task, in the process of which their skill is raised together, coordinated, to come to help each other.

The meaning of the visual activity in aesthetic education

Fine activity is of great importance in solving the tasks of aesthetic education, since in nature is an artistic activity.

It is important in children to educate aesthetic attitude towards the surrounding, the ability to see and feel the wonderful, develop artistic taste and creative abilities.

As emphasized E.A. Flelin (45, 46), aesthetic education is primarily the development of aesthetic creativity; Each child in the potency of the Creator of all sorts, including aesthetic values.

The ratio of a 2-3 year old child to the surrounding reality is characterized by the insufficient dismemberment of the senses caused. The preschooler attracts everything bright, sounding, moving. In this impulse, as it were, cognitive interests, and aesthetic attitude to the object, which manifest themselves both in estimated judgments about the perceived phenomena and in the activities of children. Often, the younger preschooler gives a positive assessment to everything that is attractive, beloved for him, without taking into account aesthetic advantages. High evaluation of children also get brightly painted, dynamic toys having a smooth or fluffy surface, etc.

Research E.V. Nikitina (33) convincingly proved that in children of senior preschool age in the process of observation and image you can form aesthetic judgments.

The child of senior preschool age more consciously allocates the aesthetic qualities of items. In his answers to the question: "Why is it beautiful?" - motivation predominate, indicating the aesthetic features of objects: proportion to the proportionality of volumetric forms, the richness of color shades.

Fine activity plays a big role in the education of aesthetic feelings of the preschooler. The specifics of practicing drawing, modeling, appliqué, design provides ample opportunities for knowledge of the beautiful, for the development of emotionally aesthetic attitudes to reality. Fine art shows a man the world of actually existing beauty, forms his beliefs, affects behavior.

For successful development, preschoolers of aesthetic feelings it is necessary that the teacher take into account the teacher to take into account the extent to which the task is responsible for the interests of children, their inclinations, captures them emotionally.

It is very important during the explanation of the task specifically to reveal the aesthetic content of the object of the image. Moreover, the teacher must tell in an emotional, expressive form in the object or phenomenon of elements. If the educator, putting brightly painted objects as a nature for drawing, will analyze their analysis by a common, even voice and will not find words expressing brightness, colorfulness, the unusualness of nature, then the emotions of children will not be affected, they will calmly become "painting" their drawings Showing a special interest in the depicted and its work.

To fix moral feelings, the deepening of aesthetic experiences is necessary in the process of creating a specific emotional attitude.

Taking care of the development of artistic abilities, the teacher should know the moments, which are the first incentive factors of attracting attention, the interest of children to drawing, modeling, etc. One of these factors is often the deep emotional experience of the child when perceiving the subject or phenomenon - bright pictures, books, toys, festive landscape. Emotional experience will call the child the need to tell others about this or another phenomenon and show it with visual means. Creating a drawing, the child is once again experiencing that emotional lift that was present during observation. He is experiencing great pleasure from the drawing process. The child has a desire to draw every day and portray in the drawing all that sees around.

A great impact on the development of the child's artistic abilities is provided by a personal example, help, showing the teacher's explanation.

In the visual activities of children develop their creative abilities, which is one of the important tasks of aesthetic education.

The organization and equipment of classes should also contribute to the aesthetic education of children. First of all, cleanliness, order, neat arrangement of materials should be observed: pencils are neatly honed, the paper is cut with smooth sheets, the clay of the snaps in a certain form (ball or roller), etc. Accessories must be laid out on the tables so that it is convenient and easy to use them. Trays for paints or cutting paper, glasses with pencils or brushes need to be beautifully arranged. Such a situation will cause preschoolers to engage in preschoolers, they will try to keep and maintain beauty and order.

Visual manuals must be performed at a high artistic level.

The value of the visual activity in physical development

Great value for drawing and modeling has vision. In order to draw, cut out the subject, not enough to see it and find out. The image of the object requires a clear idea of \u200b\u200bits color, shape, design that draws can be obtained as a result of preliminary targeted observations. In this work, the role of the visual apparatus is especially important.

In the process of visual activities, the child's visual memory is actively formed. As is known, the developed memory serves as a prerequisite for the successful knowledge of reality, since due to memory processes, memorization, recognition, reproduction of knowledgeable objects and phenomena, consolidate past experiences.

Fine creativity is unthinkable without operating memory images and the presentations of the child, obtained directly in the process of drawing, modeling, etc. The ultimate goal for the preschooler is such knowledge of the subject, which would give the opportunity to own the ability to completely freely depict it on the presentation.

Classes drawing, modeling, appliqué, design contribute to the development of the child's hand, especially the muscles of brushes and fingers, which is so important for further learning letter in school.

Labor skills purchased by children in the process of visual activity also develop the hand and eye of the child and can be used in different types of labor.

During classes, the correct training landing is produced, since the visual activities are almost always associated with a static position and a certain pose.

Thus, classes of visual art are an important means of comprehensive development of children.

The content of the visual activity and its definition

One of the most important conditions for the development of the child, the formation of a creative personality is the development and improvement of various activities, including the visual, which is considered "specifically children's" productive type of activity.

Currently, there are various interpretations of the concept of "fine activities". E.A. Fleerina determines the visual activities as a conscious reflection by a child of the surrounding reality in its products, which is built on the work of imagination, reflection of its observations, impressions obtained through the Word and various types of arts, the actualization of their life experience and manifestations of their attitude to the depicted. N.P. Sakulin examines the visual activity as a specific shared knowledge of the surrounding reality. According to a number of authors, the visual activities are artistic and creative activities, which is reflected in various forms (graphic, plastic) impressions received from the subjects and phenomena of the surrounding world, as well as to express their attitude to the whole occurring, to the depicted.

Children's fine activity is the relationship of three types: drawing - synthetic activities, which is characterized by the manifestation of different sides of the mental development and the use of experience gained in various activities, as well as the absorption of heterogeneous elements of social experience and human culture, modeling the process of creating objects of surrounding reality in the form of elementary sculpture; and appliqués - a plane contour-silhouette interpretation of the image, the method of creating artistic images, patterns by stuffing, sticking on fabric, paper, etc. Droinencies in the signs of ready-made forms.

The occurrence of prerequisites for visual activities and its development in children of preschool age

Early age - a period when not only gaming activities are born, but also productive activities of the child - drawing, modeling and applique. In all these activities, there is a peculiar relationship between representation and action, the child comes from the idea of \u200b\u200bthe subject or phenomenon to its material embodiment - the image. In the process of material embodiment, the very idea of \u200b\u200bthe subject is also specified.

Fine activity develops as the child's psyche form becomes and can be a certain extent to operate mental development. At the same time, learning playing a decisive role in the development of children's visual activity, and only with a skillful organization of pedagogical leadership, the process of learning drawing, modeling and appliqués becomes a genuine means of mental development of the child.

Drawing is one of the first types of visual activities. All children in a certain sense are artists. Fine activity is natural for them and pleasant. However, the visual activities of the adult artist differs from children's activities. So in an adult, it is aimed at the result, and for the child, the process of creating a drawing is to the fore, therefore children draw with great hobbies, but as soon as the drawing is completed, they often lose interest to it and throw it away.

Each child on a certain segment of his life (usually starting from 2-3 years old) with hobby draws. At the same time of the image of the child, a fairly significant preparatory period is preceded during which he meets the basic properties of the necessary materials, acquires the necessary skills and skills in the use of pencil and paper.

In the first years of the child's life, the development of differentiated perception and motility, as well as sensorota coordination, is especially important. From the chaotic perception of space, the child moves to the perception of such representations as the vertical and horizontal. Drawing is involved in the formation of visual images, helps to master the forms, coordinate perceptual and motor acts. The age facilities of children's drawing clearly reflect the stages of development of not only visual-spatial-motor interaction, but also the formation of the arbitrariness of the movement itself, that is, a certain level of formation of arbitrary regulation of activity. To a certain degree drawing, as a mental act and activity, reflects the level of development of both thinking and speech (including internal). The awareness of the surrounding occurs in the child faster than the accumulation of words and associations, and drawing provides him with the opportunity to be most easily, in figuratively, express what he knows and is experiencing, despite the lack of means of expression (including graphic). Therefore, most experts agree that children's drawing is one of the types of analytical synthetic thinking. Children, as a rule, do not draw a subject, but a generalized knowledge of it, denoting individual traits only with symbolic signs. Drawing, thus, acts as a peculiar analogue of speech. Therefore, many researchers believe that the drawing for a child is not art, but a speech.

The study of evolution and determination of the stages of the development of children's drawings were engaged in both representatives of foreign and domestic science.

So V. S. Mukhina allocated the following stages of development of the doodle value:

I stage - doodle as a result of a free pencil manipulation;

Stage II - doodle as a result of free pencil manipulation, but with subsequent visual associations with real objects, and the word of these associations (in this case, the graphical construction acquires the value of the sign);

III stage - doodle as the initially planned sign of the real object, not carrying pictusivity (sequence of the II and III of the stage of the stage);

IV Stage - doodle as specific for visual activity sign - a graphic construction that reflects the general features of the item depicted.

R. Kelog allocates more than twenty types of doodles: points, horizontal, vertical, spiral and other lines, which are combined in "Charts" - cross, square, circle, rectangle and oval. These "diagrams" are combined into complex lines, and then the simplest graphic images.

Periodization of the development of children's visual creativity of the city of Lake includes three stages. The first is the perceivers or stage "inability to synthesis", a duration of 2.5 years to 5 to a year. This is the stage of early children's doodles and gradual attempts to draw forms that are represented by several objects from the nearest environment of the child, despite its inconsistency in the placement and coordination of lines, in the synthesis of elements. The second is the stage of schematism or "intellectual realism", which is ongoing up to 10 years. During this period, the child draws something, "what he knows, and not what sees," while the child transfers his ideas about the objects depicted with all their main properties, without taking into account their visual characteristics. The third stage is "visual realism" - can be achieved after 10 years of life, when a child in its own choice can create relatively plausible images of visual scenes imprinted from any one point of view.

Periodization of the development of fine activities of children V. Lovenfeld includes six, sufficiently differentiated main stages: the "doodle" stage (from two to four years) - the primary acquisition of the process of drawing motor experience specific. This stage, in turn, consists of four periods: "erratic movements" (up to one and a half years); "Long drawing" (from 18 months to 2 years); "Circular movements" (from 2 to 3 years); The "Names" period (from 3 to 4 years). The second stage is "primary schemes" - this is a search for symbols, the active use of samples, the development of the ability to copy and was called (from 4 to 7 years). The third stage is the stage of "schematization" (from 7 to 9 years) aims to create plot images. The fourth stage is the stage of "primary realism" (from 9 to 11 years) involves the development of the prospects. The fifth - stage of "pseudorealism" (from 11 to 130 years) reflects the desire for a more accurate image of objects and a critical awareness of its abilities. And the last stage is the stage of "judgments", which only talented teenagers reaches.

Thus, the analysis of materials on the periodization of the development of a children's figure suggests that a normal developing child has a fairly early interest in the image, which is gradually becoming increasingly targeted and its practical implementation becomes more and more perfect.

Researchers of the children's drawing noted that, after the first primitive lines, as the child's movement becomes more accurate, it appears the ability to diversify the pictures. The child focuses on them attention, repeated them repeatedly and examines, while it begins to prefer some doodle to others. He makes all new and new attempts, trying to repeat the obtained lines. Such drawing at the same time I exercises the hand, leads to a greater smoothness and ease of movement, and in the future - to the submission of this movement of some rhythm. Doodle ordered, the strokes fall alongside, become rhythmic - the stage of rhythmic doodles arises. Thus, at first, the strokes go more or less in one direction, but as the hand acquires greater confidence, they gradually change it, they crossed together with each other, take the form of broken or rounded lines. Because of this, such random combinations are sometimes obtained from their chaotic mass, which remind the child any real objects. At the same first stage, falling usually at the beginning of the third year of life, it follows to it on objective results, but sharply excellent for the experiences of the child himself, the stage of formless images. Now the child is already definitely striving to express some image on paper, but his forces are still so insufficient that an extraneous observer is not able, without the help of the "artist himself", to determine the meaning of drawn. "The time and the last stage of the drawing period occurs when The image of the item involuntarily arises from the doodles and suggested only by the imagination of the child. That is, the child first draws, and then, "seeing" the image of the subject - calls it. Then to the question: "What did you paint?" - The child can with an equal chance to give any name to its drawing. It may be a sun, and mom, and an apple. The child appears between the image on the sheet and the way it has (the so-called associative stage arises). It is important that the "associative" figure is often not much different from rhythmic doodles in terms of quality and character nature. New in it is the attitude towards him of the child himself. The child has an associative image depends on his impressions, from experience. The more he saw, knows what the brighter of these impressions, the greater the opportunities for the appearance of an associative image, a rich, diverse, interesting "reading" by the baby of his drawing ("reading" at the level of random associations). Familiarization of the child with the surrounding world of things, living and inanimate nature, people - the basis of the "reading" of their paintings by them, the basis of the work of the imagination. The first associations occur in color, shape, mass, rhythm or trajectory of movements, etc. The baby does not realize, as a rule, the causes of associations. There is no objective similarity of doodles with a called object or it is very remote, some kind of sign is guessed. The content of associative images is determined by the need for this age the need for the knowledge and development of the world of items. Overlooking the world of items and ways to use them in the main objective and instrument activity, the child accumulates the experience (knowledge of subjects, ways to act with them, the impression of them). This determines the content of associative images. The brighter the impressions, the more and faster they are enlivened with the perception of their drawers.

In the appearance of an associative image, speech plays a major role. The baby denotes the word doodle, which causes this or another association. This is possible if adults called them in preliminary acquaintance with objects and phenomena. Consequently, the ideas about them are associated with the names that have entered the active dictionary of the child. No less important, what features were allocated in the subject (phenomenon) of adults or excreted an involuntary child in the process of their effective development. It may be color, sound, shape, weight, nature of movement, rhythm, etc. Dedicated signs and revived by a child at the time of his perception of their doodles. Especially easily remembered and reproduced those objects, the process of perception, active action with which was emotional. Associative image is still very unstable, the same line, bar, the stain kid can call differently. Objective similarity with these items, of course, no. But such an "experimentation" with the content of the associative image is useful, since its drawings understand the understanding of the visual meaning, the awareness that all the world can be depicted on the leaves.

In 3-3.5 years, the child proceeds to the next period - visual. This transition includes two phases: object recognition in a random combination of lines, then intentional image. Therefore, the beginning of the visual period can be conditionally assumed to be the moment when the child first arises the "plan" to draw something, and only then the drawing itself is produced. The first stage of the visual period is drawings with primitive expressiveness (3-5 years). The child is trying through the line to express emotions and movements (for example, the girl's jump is depicted in the form of a zigzag line). These drawings, according to researchers, "Mimiche", and not "Graphic". After some time, children, as a rule, forget that they were portrayed (for them, Zigzag can be associated, for example, with a fence).

Thus, the first doodle of the child belongs not to the field of the image, but rather to the representation area. At this stage of the development of the children's drawing, the connection is still insufficient between expressive and visual functions. After 3.5 years, you can already talk about the emergence of a schematic image. Adults tend to show considerable interest in the first attempts to draw a child, emotionally support it. But then, "from the best motives" there is a desire to lead the drawing process, and the child starts to show how "right" draw a house, a sun, flower, and then ask the child to call what he painted. At first, the child still continues to draw his doodle, but gradually he begins to link some of the doodles with one or another item, gives him a name, again and again draws lines and in the resulting "Kalyaks" trying to learn the subject. Sometimes one and the same lines it gives several names. Trying to portray something concrete, an early child paints a combination of lines (graphic image), which in his past experience was associated with one or another item. But the first attempts of the image of different items most often are closed rounded lines and are only the designation of the subject without resemblance to it, which cannot satisfy the people around. Often the child can not remember what he painted for the subject. Therefore, he has to draw only those objects that have similarities with mastered graphic skills. At the same time, the child continues to look for new graphic images and at the same time can categorically refuse to depict those objects for which he has no graphic images. During this period, the child draws only a few specific items. In general, the children of middle preschool age can be divided into two groups: those who prefer to draw individual items - "visualizers" (they mainly develop the ability of the image) and those who are inclined to deploy the plot, narration - "Communicators" (they have The image of the plot in the picture is complemented by speech and acquires a gaming character). There is a point of view that children inclined to the plot-gaming type of drawing are distinguished not only by live imagination, but also verbal activity. The progress of drawing is used in characteristic expressive means - movements, facial expressions, and speech. The drawing becomes in this case only support for the deployment of the story, so the visual side of these children suffers somewhat in contrast to those who are focused on the image. These children, actively perceiving objects, not only try to transfer the characteristic features of objects, but also care about the quality of the drawings created by them. At the second stage of the visual period (6-7 years), children's drawings become even more schematic. The child distinguishes movement, emotions and facial expressions. Objects that it depicts have pronounced characteristic features. Interestingly, small children are able to recognize images made by peers. Watching children's drawing, it can be noted that the child draws schematic images of the subject often by memory, and not from nature. He draws something that knows about this subject. For example, when a child draws a rider on a horse in a profile, he draws both legs from the rider. Or, depicting a person in profile, he does two eyes in the picture. If the child wants to draw a dressed man, he depicts it first naked, then draws clothes so that the whole body shines through clothes, and the wallet is visible in his pocket and even coins in it (there is a law of transparency of children's drawing. In the third stage, a feeling of shape and line appears in children's work. The child needs a need not only to list specific signs of the described item, but also to transmit formal relationships. The drawings still have the form of a schema, and at the same time there are first images of images similar to reality. For example, the image of a person is still schematically, but this is no longer a "chance": it is necessarily drawn to the body, and the whole drawing is more detailed. Regarding the drawings created on the basis of observation, there is no consensus among the authors engaged in children's drawings. So, from the point of view V.S. Mukhina, drawing from nature occurs under the influence of the special impact of adult, and the conditions created in the learning process encourage children to improve graphic images, bring new elements in them showing the characteristic features of the items of the items. The last stage of the visual period is plausible images. Here there is a gradual refusal of the scheme and the first attempts are made to reproduce the actual type of items. Figures are becoming increasingly proportional and detailed. Expands the theme of the drawings. At this stage, the children's drawing largely loses its "childishness", namely, the specific features that are characteristic of the child's drawing are. This stage is characterized by the fact that the figure has the type of silhouette or contours without transmitting the perspective, the plasticity of the subject. Without the help from the outside, in his opinion, only a few children in their own forces are further of this stage. Nevertheless, gradually, as the appearance of the visual skills and in the learning process, the children's figure acquires the type of plastic image, in which individual parts of the subject are depicted by convexing the distribution of light and shadows, a perspective appears, a movement and more or less complete plastic impression is transmitted. subject.

Thus, there are a large number of periodizations of the development of children's drawings, which the child passes in the process of spontaneous development, however, it can be noted that these stages of development are not any constant biological or social norms, but are interrelated steps of a complex process in which quantitative The accumulation of one indicator goes into a new quality. Between these stages it is impossible to carry out sharp boundaries, since the features of each previous step are to a certain extent persisted in the subsequent. All stages of fine activity Each child spontaneously passes in its own way: one is slow, alternately; Other - quickly, as if simultaneously. Therefore, practically, there are no accurate deadlines for the development of the visual activities of children, but it is important to see the prospect and the tendency of this development.

The meaning of the visual activity for the comprehensive development of children

Fine activity is closely related to the knowledge of the surrounding life. Initially, this is a direct acquaintance with the properties of materials (paper, pencils, paints, clay, etc.), the knowledge of the connection with the result obtained. In the future, the child continues to acquire knowledge of the surrounding items, of materials and equipment, but his interest in the material will be due to the desire to transfer their thoughts, impressions of the world around the world.

M. I. Kalinin wrote about the drawing value for mental development: "The person who learned and is used to draw, it will be especially suitable for every new subject. He will embark on different sides, draws such an item, and he will have an image in his head. And this means that he will penetrate deeper into the very essence of the subject. "

To correctly depict the subject, you need to have a clear idea of \u200b\u200bit, i.e. see the characteristic features of the subject, their ratio with each other, shape, color. The younger preschooler in its drawings allocates only a few brightest signs that are sometimes not essential. For example, drawing a person, children sometimes depict glasses, buttons on a non-existent dress, considering them the main details. As a result of targeted training, the child begins to allocate the main thing, substantial in the depicted.

In the process of visual activities, the visual representations of children about the surrounding items are specified and deepened. Children's drawing sometimes talks about the wrong presentation of the child about the subject, but in the drawing, the modeling is not always possible to judge the correctness of children's ideas. The intention of the child is wider and richer than its pictorial opportunities, since the development of ideas is ahead of the development of visual skills and skills. In addition, sometimes preschoolers deliberately disrupt the size and color of the image, trying to transfer their emotional attitude to the object. So, the child increases the sizes of the commander going ahead of the troops to show its significance; Favorite items paint in bright colors, etc. To ensure that the child can independently use the skills acquired when drawing a single object in the image of a number of homogeneous, it should be able to generalize, operate with concepts. Currently, the question of the peculiarities of the development of the child's thinking due to various activities were quite deeply studied. In preschool age, in addition to visual-effective forms of thinking related directly to the process of practical work, a higher level of thinking is also possible - visual-shaped. A child based on mental operations can present the result of its work and then start acting.

The development of visual-shaped thinking occurs in the learning process. The studies of the famous teacher N. P. Sakulina showed that the successful mastering of the images and the creation of an expressive image require not only clear ideas about individual objects, but also to establish links for the appearance of the subject with its appointment in a number of objects or phenomena. Therefore, before the beginning of the image, children solve mental tasks based on their concepts, and then looking for ways to implement this task. The child of senior pre-school age is able to create such real and fantastic images that he sensually did not perceive. Recent studies in this area show that the figurative principle in children's drawings is already manifested in the younger preschool age at the appropriate educational work (see T. Kazakov "paint junior preschoolers", M., 1971). Research V. A. Yezikeva shows how the image created by children 5-7 years is changing in connection with the acquisition of experience and increase mental activity in the process of creativity.

Fine activities are closely related to solving problems of moral education. This connection is carried out through the maintenance of children's work, fixing a certain attitude to the surrounding reality, and education in children of observation, perseverance, activity, independence, initiatives, skills to listen and perform the task, bring the work started to the end.

The surrounding life gives children rich impressions, which are then reflected in their drawings, applications, etc. In the process of the image, the attitude towards the depicted is fixed, since the child is again experiencing those feelings that experienced in the perception of this phenomenon. Therefore, the content of the work has a great influence on the formation of the child's personality.

Fine activity helps to consolidate the idea of \u200b\u200bthe work of people, their life. For example, getting acquainted with the city, the guys paint the street on which at home stand in slender rows, on the pavement in different directions, but in strictly moving machines, people are moving along the sidewalks. In plot drawings, children reflect their impressions of new buildings, depict various labor processes.

The appliqués of preschoolers make decorative patterns of vegetables, fruits, colors. The teacher in classes on these topics tells not only about the design, the form of the pictures of objects, their color, but also about the large work, which has to spend a person to build new buildings, growing agricultural products, etc. All this is significantly expanding the readings of the child Human work, contributes to the labor education of the preschooler.

In some cases, the work of preschoolers is organized as a collective execution of a task, in the process of which their skill is raised together, coordinated, to come to help each other.

Fine activity is of great importance in solving the tasks of aesthetic education, since in nature is an artistic activity.

It is important in children to educate aesthetic attitude towards the surrounding, the ability to see and feel the wonderful, develop artistic taste and creative abilities.

The ratio of a 2-3-year-old child to the surrounding reality is characterized by the insufficient dismemberment of the senses caused. The preschooler attracts everything bright, sounding, moving. In this impulse, as it were, cognitive interests, and aesthetic attitude to the object, which manifest themselves both in estimated judgments about the perceived phenomena and in the activities of children. Often, the younger preschooler gives a positive assessment to everything that is attractive, beloved for him, without taking into account aesthetic advantages. For example, an old toy, the child considers the most beautiful, as it is often used in the game. The high assessment of children also get brightly painted, dynamic toys having a smooth or fluffy surface, and so on.

To fix moral feelings, the deepening of aesthetic experiences is necessary in the process of creating a specific emotional attitude. For example, when drawing on the topic "Spring" is good to use the poem about the spring, listening to P. I. Tchaikovsky "Seasons".

Fine activities contribute to the development of the creative abilities of children, which is possible only in the process of assimilation and practical application of knowledge, skills and skills.

Taking care of the development of artistic abilities, the teacher should know the moments that are the first incentive factors of attracting attention, the interest of children to drawing, modeling, etc. One of these factors is often the deep emotional experience of the child when perceiving the subject or phenomenon - bright pictures, Books, toys, festive landscape. Emotional experience will call the child the need to tell others about this or another phenomenon and show it with visual means. Creating a drawing, the child is once again experiencing that emotional lift that was present during observation. He is experiencing great pleasure from the drawing process. The child has a desire to draw every day and portray in the drawing all that sees around.

Often the impetus for the manifestation of interest in the visual activity is observing drawing or engaged in modeling, designing. The process of creating adult images in the drawing, modeling, painting makes an indelible impression on children, causes them a desire to try their strength. And as B. V. Johanson indicates: "Man's abilities are waiting for only a push, so that a person clearly felt his vocation."

A great impact on the development of the child's artistic abilities is provided by a personal example, help, showing the teacher's explanation.

The child of senior preschool age is available to understanding many expressive funds used by the artist. For example, in the illustrations to the "Snow Maiden" fairy tale, the artist A. F. Pakhomov highlights the image of Snow Maiden with a color - all the people around it and items have a real color, while the Snow Maiden is depicted in blue. Such a technique helps to emphasize its tenderness, fragility, fabulousness. Children can understand that a fabulous image requires special visual forms, colors.

Also, in the pictures, children get acquainted with various compositional techniques for building an image - the transfer of the first and second plans, the choice of format, etc.

In the visual activities of children develop their creative abilities, which is one of the important tasks of aesthetic education.

The organization and equipment of classes should also contribute to the aesthetic education of children. First of all, cleanliness, order, neat arrangement of materials should be observed: pencils are neatly honed, the paper is cut with smooth sheets, the clay of the download in a certain form (balloon or roller), etc. Accessories must be decomposed on the tables so that it is convenient and Easy to use them. Trays for paints or cutting paper, glasses with pencils or brushes need to be beautifully arranged. Such a situation will cause preschoolers to engage in preschoolers, they will try to keep and maintain beauty and order.

Visual manuals must be performed at a high artistic level.

Great value for drawing and modeling has vision. In order to draw, cut out the subject, not only to see it and find out. The image of the object requires a clear idea of \u200b\u200bits color, shape, design that draws can be obtained as a result of preliminary targeted observations. In this work, the role of the visual apparatus is especially important.

Fine creativity is unthinkable without operating the memory images and the presentations of the child, obtained directly in the process of drawing, modeling, etc. The ultimate goal for the preschooler is such knowledge of the subject that would give the opportunity to possess the ability to completely freely depict it in the presentation.

Labor skills purchased by children in the process of visual activity also develop the hand and eye of the child and can be used in different types of labor.

During classes, the correct training landing is produced, since the visual activities are almost always associated with a static position and a certain pose.

Thus, classes of visual art are an important means of comprehensive development of children.

Fine activity

In the process of visual activity, work is carried out on the formation of real images of the surrounding world in children.

Mastering the skills of portraying objects is impossible without the purposeful development of visual and other types of perception. In order to successfully depict, the child needs to be good to represent an object or phenomenon. Therefore, at all stages of teaching children with violation of visual activities, it is necessary to teach a phased survey of objects, the ability to analyze their main signs.

The accumulation of visual experience in children with impaired vision is carried out slowly, therefore the plot drawing begins to actively form on the 3-4th years of study.

The relationship of all types of visual activities is traced in the repetition of the same topic in the field of modeling, appliqués and drawing. This allows you to specify the visual image, specify the details, fix the visual skills. So, in the process of modeling, children with violation of vision learn to change the position of the pieces of the figure and its posture; The skills acquired in the application on appliqués in the preparation of the subject

how many parts help the child in the process of drawing to navigate the sheet plane, in which children are especially needed with violation.

Throughout the training, refinement, concretization and synthesis of subject representations, the formation of methods of examination is underway. When forming the visual skills, the task should be organized individually taking into account the possibilities of each child, its vision and general development.

A significant place is occupied by tasks to form a spatial orientation in the process of image itself, as well as when displaying the spatial characteristics of the pictures of the objects.

At certain stages of learning drawing and appliqués at very low visual sharpness and complexity of visual orientation, it is possible to use templates and stencils for the stroke.

Fine activity and design classes are closely related to the game, familiarization with the world and the formation of elementary mathematical representations. They are conducted by an educator and a teacher-defectologist (Typhalplopedagog). At the same time, Typhalplopedagog is engaged in the formation of methods of examination of the subject and teaches children to visual skills; The educator conducts classes to consolidate these skills.

The evaluation of the results of the visual activity should be approached individually, differentiated, taking into account the state of the vision of children, the level of general development, skills and the skills of the visual activity.

Familiarizationfrom surrounding the world

Children with violation of vision entering kindergarten have not enough ideas about the subjects and phenomena of the surrounding reality. Due to impairment of sight, they see well and do not know how to identify specific features and properties of objects: their shape, size, color and spatial location. In this regard, it is important during the preschool age to teach them correctly allocate important, essential signs and properties of objects.

The program "Familiarization with the outside world" contributes to the formation of real ideas about the world and human life.

Children learn to act with various subjects, understand their appointment and application in human domestic activities.

The object of reference primarily becomes close to the child's environment in kindergarten and at home. The process of familiarization consists in a detailed study of the subject. Children learn

analyzing visual selection, analysis of the main identification, visually fixed signs. Where it is impossible to obtain visual information, you must actively include saved analyzers in the survey process. Additional information, children are obtained at the expense of polybitensorial relationships (supervisory, tactful motor, tactile, etc.).

In the first and second year, learning how to familiarize themselves with the outside world are closely related to the development of speech; Along with the formation of the sensual experience of children at this time, work is carried out on the mastering of children in a word, which allows them to relate a specific sign with his verbal designation and thanks to which an adequate image of real world objects is created.

In the third and fourth years of study, along with this task, work is carried out on the expansion and systematization of ideas about society, nature, some mathematical and aesthetic knowledge are given.

The main methods and means are observations, surveys, excursions, didactic games, exercises with natural objects or their images, viewing the diamers, viewing various types of visibility (pictures, toys, dusties, stuffed animals, etc.), listening to grampox and so on.

In later periods of study, conversations about what he saw, but the presenter remains to use a specific material actively perceived by children. "

Musicalactivity and its correctional-educational significance

As well as in the usual kindergarten, in the process of musical classes, serious attention is paid to the education of musical susceptibility in children, which not only necessitates interest in the classes themselves, but also has a lot of correctional and educational importance, and also helps overcome negative experiences due to violation vision.

In violation of violation, the formation of musical activity comes from the show to imitation and is carried out on a multifunctional basis: speech, auditory and musical engineering. Simultaneously with common musical tasks, it is necessary to put correctional tasks that ensure the development

visual analyzer. The methodology of classes should take into account the specific features of children. Movements to children should be shown at close range, and for children with low sharpness, repeat them several times. Sometimes it follows, taking the child by the hand, move with him so that he felt the rhythm.

In musical and rhythmic exercises it is useful to use ribbons, flags, hoops, balls, rings, handkerchiefs. The item with which the child will have to do exercises must first be studied in detail by vision and touch.

The child enshrines the concept of form, size and color of this subject. In this regard, it is necessary to emphasize the importance of the continuity of the work of the teacher and the musical leader. Knowledge and skills obtained at musical classes should be regularly secured by the educator in everyday life.

The processing of a significant part of musical and rhythmic movements is related to the correction classes on rhythm, where children are trained with these movements, developing a natural sense of rhythm and motor abilities.

6. Content of special correctional classes

Correctional work is constructed as a multi-level system of a holistic, integrated, differentiated, regulated process of psychophysical development and recovery of children based on stimulation of all potential possibilities. The specificity of the correctional work with children of preschool age is: in the relationship and interaction of correctional work with all kinds of children's activities; in the comprehensive impact of the content, methods, techniques and means of correction to the psyche of the child; in compensatory development by means of activities (games, labor, classes, etc.); In the integration of the child to the Society of Society on the basis of its socially adaptive forms of communication and behavior.

Under the influence of the correctional impact, the normalization of its development and the restoration of its bonds with the surrounding reality occurs.

The success of the correction work depends on:

accounting of hierarchies of deviations and violations in the psychophysical development of children;

implementation of the basic principles of correctional work;

relationships of psychological and pedagogical and medical and educational work.

Correctional and pedagogical work is carried out in two directions:

special correction classes for the development of visual perception, therapeutic physical education, rhythm, social adaptation and spatial orientation, correction of speech violations;

organization of correction exercises in various classes (in mathematics, drawing, development of speech, physical culture, manual work, etc.)? In games, household activities.

When carrying out any type of correctional work, the tasks of therapeutic process are taken into account, including the work on the withdrawal of the side influence of medical procedures for the psyche of the child. Knowledge of the mental features of the child allows the teacher to purposefully influence the development of vision, create conditions for the consolidation of the results of reducing treatment and correlate negative psycho-emotional manifestations due to the influence of therapeutic process.

The development of binocular and stereoscopic vision is carried out in didactic games, in drawing, modeling, physical education, etc. solving pedagogical tasks for the formation of various knowledge and skills, teachers teach children ways of visual orientation in distinguishing the signs and properties of the objective world, visual-spatial signs and etc. The system of exercises that contribute to the intensification of visual perception and knowledge of the surrounding reality is consistent with the ophthalmologist.

As an important correctional condition, the software content involves the inclusion of a large number of practical tasks and exercises, as a result of the implementation of which the sensual experience of children is largely enriched, their in handling of specific subjects and phenomena of the surrounding reality. At the same time, they can make sure of the success of the orientation and adequacy of their subject-practical actions, to realize their potential opportunities.

Prospective directions of correctional work are classes on the development of vision and visual perception, the formation of sensory orientation methods with the help of preserved analyzers in their close relationship with visual orientation. In this regard, a special course has been allocated in the program for the development of visual perception - the formation of the distinctive abilities of analyzers and mastering the references of signs and properties, without knowledge of which the process of conscious orientation and knowledge of the objective world is impossible in specific activities.

For the development of methods and skills of sensory orientation, the simultaneous formation of ideas about their sensory capabilities is very important, so in the content of the program on sensory education for children with violation of vision, a course that explains the children's functional capabilities of analyzers, where they are practically convinced of the possibilities of their vision and preserved Analyzers providing replacement of insufficiency of visual information.

The formation of knowledge about their sensory capabilities is significantly promoting the child in the development of adaptive abilities in the organization in the surrounding world. The achievement of a certain level of correction and compensatory development of the sensory sphere leads to the mental development of a child with violation of vision to stabilization and ensures that the problem of overcoming difficulties in training and education is to solve.

In the program "Child with a violation of vision - about him," the basic idea is that the child in the process of objective and practical training and communication with the outside world know the functional opportunities of his vision and actively used the preserved analyzers. To do this, create a special environment and conduct special classes, during which subject-to-work situations that encourage the child to use all types of sensory orientations (hearing, touch, charm, taste, and then only vision).

To overcome the disadvantages of the motor sphere, classes on therapeutic physical culture and rhythm have been developed.

Therapeutic physical education is aimed at treating diseases, the prevention of their complications, for preventing exacerbations from preschoolers with violation of vision.

When planning and conducting classes, the features of the organism of children, their reduced functionality, slowdiness of adaptation to physical exertion should be taken into account. Depending on the type and depth of the disease, it is assumed to use physical exercises in different sequences and dosage.

The program, depending on the age and level of mental development, children identifies the requirements for the formation of spatial representations at the level of optic and other types of perception. It is important to combine visually orientation with a support for auditory, tactful-motor and other types of orientations. In the formation of spatial orientation, it is important to teach the visually impaired children to rely on sensory standards of spatial signs: the form, color, size and location of items. An important role is given to speeches as a regulator of the practical action of children.

In all types of correctional work, the relationship with therapeutic and general education is provided.

7. Sensory education

"The meaning of the visual activity for the comprehensive development of a preschooler"

Fine activity is invaluable for the comprehensive education and development of the child. She allows children to convey what they see in the surrounding life; The fact that they agitated, caused a positive, and sometimes a negative attitude (for example, fear; drawing any phenomena, a child, as it believes the fear caused by them). Many of the great philosophers and teachers of the past highly appreciated the value of drawing in the raising of children. So, the ancient Greek philosopher Aristotle attached great importance to the development of the child to the objects of aesthetic cycle (music, drawing). He emphasized that drawing is being studied because it develops the eye when determining physical beauty. (one).

Socio-economic transformations in society dictate the need to form a creative actual personality, in this regard, before preschool institutions, it is an important task of developing the creative potential of the younger generation. The creative imagination of children is a huge potential for the implementation of reserves of an integrated approach in training and education. Great opportunities for the development of creative imagination has pictorial activities of preschoolers. Fine activity is a peculiar form of cognition of real reality, the surrounding world, comprehension of artistic art and correction of children's development. The visual activity is closely related to the knowledge of the surrounding life and nature. At the beginning, this is a direct acquaintance with the properties of materials (paper, pencils, paints, clay, etc.), the knowledge of the connection with the result obtained. In the future, the child continues to acquire knowledge of the surrounding items, about materials and equipment.

Classes on visual activities, except for the fulfillment of educational tasks, are an important means of comprehensive development of children. Training drawing, modeling, appliqués, constructs the mental, moral, aesthetic education of preschoolers. Development of visual-figurative thinking occurs in the learning process. The studies of the famous teacher N. P. Sakulina showed that the successful mastering of the images and the creation of an expressive image require not only clear ideas about individual objects, but also to establish links for the appearance of the subject with its appointment in a number of objects or phenomena. Therefore, before the beginning of the image, children solve mental tasks based on their concepts, and then looking for ways to implement this task.

Also, the visual activities are closely related to the solution of the problems of moral education. This connection is carried out through the content of children's work, fixing a certain attitude to the surrounding reality, and education in children of observation, perseverance, activity, initiatives, skill listening and perform the task, bring the work to the end to the end. The surrounding life gives children rich impressions, which are then reflected in their drawings, etc. During the image, the attitude towards the depicted is fixed, since the child again experiences those feelings that experienced in the perception of this phenomenon. Therefore, the content of the work has a great influence on the formation of the child's personality. Sometimes the work of preschoolers is organized as a collective execution of work, in the process of which their skill is raised together, coordinated, come to help each other. (2).

Fine activity is of great importance in solving the tasks of aesthetic education, since in nature is artistic activities. The modern children are actively mastering the virtual world. At the same time, they have a decline in interest in the surrounding, the edges of good and evil, beautiful and ugly are erased in the children's consciousness. Undoubtedly, the foundations of the educational person are laid in childhood and there is a danger that society in the future can receive a prudent generation, indifferent to painting, not understanding music, poetry. Therefore, today aesthetic development goes to the fore, there is a need to revise his ideas, finding new approaches to build the process of aesthetic development in accordance with the interests of the child, its needs, abilities, motives activities.

Experience with children makes it possible to note that it is non-traditional drawing techniques that create atmosphere atmosphere of ease, openness, discrepancy, develop the initiative, independence, create emotionally positive attitude to activities. (4).

It is important in children to educate aesthetic attitude towards the surrounding, the ability to see and feel the wonderful, develop artistic taste and creative abilities. The ability to admire the beauty and variety of natural forms, to notice in an inconspicuous - significant, in a non-zeanist - expressive, admire the corners of the native and exotic nature;

The ability to feel the nature and variability of natural phenomena, express their attitude towards them in landscapes - moods (morning, day, evening, night, autumn, winter, spring, summer);

Readiness to emotionally overlook the articles of fine art, etc. (3).

All types of visual activities with the right organization have a positive effect on the physical development of the child. They contribute to raising the common vital tone, creating a cheerful, cheerful mood. Great value for drawing and modeling has vision. The image of the object requires a clear idea of \u200b\u200bits color, shape, design that draws can be obtained as a result of preliminary targeted observations. In this work, the role of the visual apparatus is especially important.

The first children's drawings, of course, are not yet something masterpiece and conceptual. At first it's just horizontal lines, then the child learns to draw vertical, then the circles, and only then - to connect all this in one story. Even if you still do not understand what the kid draws, he doesn't care - the best artist in the world! Remember, no praise in this business will be superfluous.

Cooking, modeling, appliqué, design contributes to the development of the child's hand, especially the muscles of the brush and fingers, which is so important for further learning letter in school.

Thus, classes of visual art are an important means of comprehensive development of children.

Bibliography:

1. Komarova T.S. Fine activity in kindergarten. Program and guidelines. - M.: Mosaic - Synthesis, 2008. - 192 p.: Col. incl.

2. Theory and methods of visual activity in kindergarten. Studies. Manual for students ped. Intens in the specialty "Pre-school pedagogy and psychology". M., "Enlightenment", 1977. 253 p., 8 yl. Avt., V.B. Kosmadskaya, E.I. Vasilyeva, N.B. Khalevova et al.

3. Koptseva TA Nature and artist. Artistic Environmental Program on Fine Arts for Pre-School Educational Institutions and Educational Complexes. M.: TC Sphere, 2006. - 208 p. (Development program).

4. Zquitaria TA Non-traditional drawing techniques. Integrated activities in Dow. - M.: TC Sphere, 2011. - 128 p. (Library of the educator). (eight)

5. Baranova E.V., Savelieva A.M. From skills to creativity. Education of children 2-7 years old drawing technique is a teaching manual. M.: Mosaic-Synthesis, 2009. - 64c.

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