ВІД ЦІННІСНОГО СТАВЛЕННЯ ДО ПРИРОДИ ДО ДУХОВНОГО РОЗВИТКУ ДИТИНИ ДОШКІЛЬНОГО ВІКУ

Abstract

The article describes and analyzes the theoretical and practical bases of raising the value relation to nature in children of the older preschool age as an effective way of their ecological and aesthetic upbringing, which is an effective tool for their spiritual development. On the basis of the analysis of scientific developments of leading domestic and foreign scientists, the relationship between aesthetic and ecological culture; the importance of nature as an aesthetic value is grounded; the role of aesthetic factors of nature in the formation of the spirituality of the personality of children of preschool age is revealed. It is proved that the preschool age is an important period in the formation of the child's personality, the development of his emotional and sensory sphere, this is manifested in the ability to aesthetic perception, aesthetic sense, aesthetic evaluation and aesthetic activity; the child is in interrelation with the surrounding, and nature attracts him with variety, beauty, variability, so the purposeful comprehensive education and upbringing of the child's value attitude to the world around him at this age is important. In the opinion of the author, the pedagogical effect in the process of environmental and aesthetic education becomes more effective when the possibilities of art surrounding reality, namely nature, act in interaction, which contributes to a deeper perception of the aesthetic properties of the objects of development, and hence the value attitude to them is formed; Therefore, the artistic-aesthetic complex-a special association of artistic works of two or three genres that contain a single artistic image of nature and step by step, based on direct communication with nature, reveals the aesthetic essence of both art and nature, is the means of educating the value attitude towards nature as the basis of spirituality. The directions of the author's methodology are shown: enriching the emotional-sensual sphere of children, improving artistic and imaginative perception, stimulating artistic and creative activity in the ecological direction; and also the pedagogical conditions that have ensured the effectiveness of this teaching and educational process are determined: the use of the complex of arts as a way of understanding the aesthetic value of nature; creation of an emotional background at all stages of interaction of children with nature; the correspondence of the pedagogical process to the age, individual characteristics and capabilities of the senior preschooler; orientation on the development of children's creative activity; step-by-step, systematic and consistent formation of children's value attitude towards nature in the pre-school establishment; coordination of work with parents; pedagogical skill of the educator, his erudition in the field of art; material support of the educational process. It is concluded that the problem of the formation of the spiritual world of a comprehensively harmoniously developed personality of a child of preschool age is possible only through the upbringing of her value attitude to the social and natural environment – the spiritual phenomena of society and the prospect of further work is to create working humanistic norms for the interaction of the child and nature, interactive educational technologies that would take into account both mental characteristics, and a set of individual qualities and a system of interests, needs her, the ideals, the creative abilities of the preschool child, and thereby ensured a holistic spiritual and physical impact on him. Keywords : aesthetic attitude, ecological and aesthetic culture, art, artistic and aesthetic complex, spirituality, upbringing, education, children's educational institution.