Abstract
The article analyzes the basic means of formation of the artistic-aesthetic competence of the senior preschoolers’; it is substantiated that the well-timed communication with works of various types of art, an introduction the child into the world of beauty and harmony are the important tasks of aesthetic education. Beauty is inseparable from kindness, it ennobles life, inspires for good deeds. An adult helps to find, feel and understand the beauty of poetry, music, and painting. Through art a child can understand more about everything in the surrounding world: nature, objects, work, and spiritual heritage.The artistic-aesthetic development of children at different age stages has its own peculiarities, which determine the specifics of the organization of educational work in this direction. Peculiar to the children of certain age category the notions, skills (relative to various types of creative activity) are manifested in the formation of important components of the artistic-aesthetic competence: emotional-sensory (positive-emotional attitude to the surrounding world and works of art); cognitive component (ideas about different types of art and their features and means of expressiveness); practical (mastering the necessary artistic, creative skills, techniques of performing works); a value component (the presence of own aesthetic preferences, ratings and manifestation of artistic taste); creative (manifestation of initiative, autonomy and creativity).It is determined that the level of the artistic-aesthetic development of a senior preschooler is manifested in a sense of satisfaction from the process and the results of creative artistic-aesthetic activities. This development is established by the art’s influence on the growth of the aesthetic culture level of the child’s personality, the level of aesthetic qualities and abilities, aesthetic experience and aesthetic attitude to the surrounding world, the process and the results of the child’s creativity.
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