Abstract: The influence of fine arts on the development of the creative personality of a preschooler. The influence of fine art on the development of creative abilities The influence of artistic creativity on the development of a child

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The influence of art on the development of children's creativity

child fine aesthetic

Creativity presupposes that an individual has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness. The study of these personality traits has revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the individual’s need for self-actualization, in revealing and expanding one’s creative capabilities. Creativity as a process was initially considered based on the self-reports of artists and scientists, where a special role was given to “illumination,” inspiration and similar states that replace the preliminary work of thought. In order for a child to reveal his creative potential, it is important that the teacher correctly reveals and directs his abilities in the right direction, which means acting is important here too. Fine art is the artist’s reflection of the surrounding reality in artistic images and the expression of his attitude to life through the means of form, color, and composition. We can cultivate genuine aesthetic taste in schoolchildren by selecting objects that are closest to children's perception. The more artistic and realistic our reality is depicted, the more accessible it is to perception and provides a genuine aesthetic experience. Fine art enriches children with impressions, promotes the development of sensory organs, thinking, imagination, and makes observations more focused and deep.

Art develops in children the ability to see, understand the beauty of nature, evaluate the phenomena of reality, strive not only to understand, but also to change it, to make life more interesting, meaningful, and beautiful.

The problem - a child and fine art - is fraught with many mysteries and questions. Recently, more and more attention has been paid to introducing schoolchildren to the fine arts, however, in most cases, an informative approach to teaching is retained, dry information about the life and reality of artists, sculptors, etc., sometimes replaced with information about the figurative and emotional content of a general work of art character, and little time is devoted to the main thing - comprehending the psychological mechanisms of the emergence of an artistic image and comprehending the language of various types of art as a space in which the real world is reflected in all its complex, sensory and semantic diversity.

The power of the influence of fine art on a child, on his subconscious, can be very great in the case when the world experience inherent in art comes into contact with the child’s experience. A teacher working with a child must thoroughly know the work of art, its meaning, philosophy, text and the context in which it was created, and not just name a generalized emotional characteristic, must have an idea of ​​how much the child can perceive the work of art in accordance with his current life experience.

At school, children get acquainted with various types of fine art available to their age. Using the best images of folk art and masters, the teacher cultivates interest and the ability to aesthetically perceive paintings, sculptures, objects of folk art, illustrations in books, forms the basis of children’s aesthetic taste, and the ability to independently evaluate works of art.

Art awakens the emotional and creative beginning in school-age children. With the help of painting, schoolchildren are taught to understand the harmony of nature. In addition, familiarizing children with genre painting allows them to lay the initial foundation for the formation of valuable orientations in them, such as the ability to express a personal attitude towards a picture they like, towards the people, objects, nature depicted in it, to give a comparative assessment of the phenomenon reflected on the canvas or observed children in real life.

Learning to see in genre painting a reflection of human actions and relationships, and comparing images means developing their aesthetic feelings, which manifest themselves in children first in emotional and verbal reactions, and then, with further familiarization with art, in their own artistic activity.

Aesthetic education is a complex and lengthy process; children receive their first artistic impression, become familiar with art, and master various types of artistic activity, among which drawing occupies an important place. Fine art is interesting and exciting for a schoolchild, as he has the opportunity to learn about the surrounding reality with the help of a pencil, paints and paper. This process gives him a feeling of joy and surprise.

Fine art is a specific figurative knowledge of reality, which can take different paths. In drawing classes, younger schoolchildren learn to treat art materials with care, they develop work skills, planning future drawings, and self-control over their actions in the process of work. Children’s desire to achieve high-quality results speaks of their perseverance and ability to overcome difficulties. When performing collective work, children learn how to collaborate and agree on the stages of work on the overall composition of the drawing.

Classes are aimed at developing creativity. The concept of “creativity” is defined as an activity as a result of which a child creates something new, original, showing imagination, realizing his plan, independently finding means for implementation.

When observing objects and phenomena of the surrounding life, children of primary school age easily experience excitement, in which an aesthetic sense is manifested in an unconscious, rudimentary form. Children are excited by bright colors and shiny surfaces, while older ones are attracted by the repetition of elements, symmetry in the arrangement of parts, and the expressiveness of the silhouette. Aesthetic feelings in children become deeper and more conscious with age. As their ideas develop and become enriched, younger schoolchildren perceive more complex properties of phenomena: a variety of shapes, a richness of colors.

The direct aesthetic feeling that arises when perceiving a beautiful object includes various constituent elements. This is how we can distinguish the sense of color, when an aesthetic feeling arises from the perception of beautiful color combinations. The sense of rhythm arises when, first of all, the rhythmic harmony of an object, the rhythmic arrangement of its parts, for example, the branches of a tree, are perceived. An aesthetic feeling can be caused by the integrity and harmony of the form of an object, for example, clay and ceramic objects. A sense of proportion and constructive integrity is developed when perceiving various buildings.

The development of aesthetic feelings in children allows us to lead them to aesthetic assessments of an object and its individual properties, which can be designated by various definitions: huge, elegant, light, joyful, festive, lively, etc.

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The influence of creativity on a child’s development is especially great at an early age. Preschool age is the most appropriate for children's development. Starting from the age of 3, a child actively explores the world, shows creative abilities, contacts the world, and begins to develop personal characteristics and character traits.

In preschool age, a child develops a need for self-expression, which is associated with the child’s wild imagination and imagination. What other way, if not creativity, is the best for this. Thanks to creativity, a child develops his abilities and talents, and also looks for an activity that he will like, which in the future will allow him to do what he loves.

Below we provide a short list of the benefits of creative activities in preschool age, which will allow you to determine why they are so useful:

1. Perhaps the most important thing that creativity gives to a child is the development of his creativity; in the future, this helps to develop the ability to think outside the box, look at things from a different angle and find a way out of a difficult situation.
2. Broadens the mind. With the help of creativity, a child gets acquainted with the world around him: he draws what he sees, showing imagination, thereby expanding his horizons, learning new things, meeting new people and trying something new.
3. Creative activities also develop discipline in a child; he learns to finish what he starts, to be diligent and focused. This is due to the fact that if a child is passionate, he can spend a long time doing his favorite activity, for example, assembling a puzzle.
4. Depending on the type of activity, the child may develop a sense of rhythm (music) or the body as a whole (physical activities).
5. If your baby enthusiastically solves a wide variety of logical problems and puzzles, and loves all kinds of intellectual games against the clock, then this also contributes to the development of decision-making speed.

What games and creative tasks can be used for the comprehensive development of a child? In fact, any, the main thing is to alternate them - physical with mental, tasks that require concentration and perseverance, with outdoor games. This is necessary so that the child does not get bored and does not get tired of playing the same game. And so you can use a variety of games: puzzles, construction sets, all kinds of drawing techniques, you can use kinetic sand for games, as it develops the child’s fine motor skills.

Team games and sports develop sociability, teamwork and responsibility.

Art at an early age also has a great influence on the development of the child - the child develops fantasy, imagination, and creative thinking. Through creative activity, the child learns to express himself.

The main thing is to talk to the baby, show, tell, try to understand what he wants and what he is interested in, what he likes to do and what he doesn’t.

By understanding your child’s fantasies, you can direct his energy in the right direction.

An important feature of DT is that the focus is on the process itself, and not on its result. That is, creative activity itself and the creation of something new are important. The question of the value of a work of art created by a child recedes into the background. However, children experience a great uplift if adults note the originality and originality of the child’s creative work. DT is inextricably linked with play, and sometimes there is no boundary between the creative process and play. Creativity is an essential element of the harmonious development of a child’s personality; at a young age it is necessary, first of all, for self-development. As a child grows up, creativity can become the main activity of a child.

The imagination of a preschooler differs from the imagination of an adult; behind its apparent wealth lies poverty, vagueness, sketchiness and stereotyping of images. After all, the basis of imaginative images is the recombination of material stored in memory. But preschoolers still have insufficient knowledge and ideas. The apparent wealth of imagination is associated with the low criticality of children's thinking, when children do not know how it happens and how it does not happen. The absence of such knowledge is both a disadvantage and an advantage of children's imagination. A preschooler easily combines different ideas and is uncritical of the resulting combinations, which is especially noticeable in early preschool age (L.S. Vygotsky).

A preschooler does not create anything fundamentally new from the point of view of social culture. The characterization of the novelty of images matters only for the child himself: whether this was the case in his own experience.

Until children reach the age of 5-6 years, almost throughout the entire preschool age, they lack a plan or it is extremely unstable and easily destroyed. And sometimes (especially at 3-4 years old) the idea is born only after the action. The child does not think about the possibilities of practical implementation of the images he creates. For an adult, a dream acts as a stimulus to action. But for a child, combinations of images are practically hopeless. He fantasizes for the sake of fantasizing. He is attracted by the very process of combining, creating new situations, characters, events, which has a strong emotional overtones.

At first, the imagination is inextricably linked with the object, which serves as an external support. So, in a game, a 3-4 year old child cannot imagine an action with an object. He cannot rename an item unless he acts on it. He imagines a chair as a ship or a cube as a saucepan when he works with them. The substitute item itself must be similar to the item being replaced. It is toys and objects-attributes that lead the child to one or another plot of the game (M.G. Vityaz). For example, I saw a white coat - I started playing hospital, I saw the scales - I became a “salesman”. If for younger preschoolers the support in play is toys, then for middle and older preschoolers it is the fulfillment of the role they have taken on. Gradually, the imagination begins to rely on objects that are not at all similar to those being replaced. Thus, older preschoolers use natural materials (leaves, cones, sticks, pebbles, etc.) as play materials.

The role of visual support in the reconstruction of a literary text is especially pronounced. This is the illustration, without which the youngest preschooler cannot recreate the events described in the fairy tale. For older preschoolers, the words of the text begin to evoke images even without visual support. But they still experience difficulties in understanding the inner meaning of the work. For children of this age, an illustration is important that clearly depicts those actions and relationships of the characters in which their internal characteristics and character traits are most clearly revealed.

Gradually, the need for external supports disappears. There is an internalization of the actions of the imagination on two levels. Firstly, the transition to a playful action with an object that actually does not exist. Secondly, the transition to the playful use of an object, giving it a new meaning and imagining actions with it in the mind, without real action. In this case, the game takes place entirely in terms of presentation.

At the age of 4-5, children’s creative expressions in activities increase, especially play, manual labor, storytelling and retelling. At the age of five, dreams about the future appear. They are situational, often unstable, caused by events that caused an emotional response in children.

Thus, imagination turns into a special intellectual activity aimed at transforming the surrounding world. The support for creating an image is now not only a real object, but also ideas expressed in words. A rapid growth of verbal forms of imagination begins, closely related to the development of speech and thinking, when the child composes fairy tales, reversals, and ongoing stories. The preschooler “breaks away” in his imagination from a specific situation, he has a feeling of freedom, independence from it. He seems to rise above the situation and sees it through the eyes of not only different people, but also animals and objects.

The preschooler's imagination remains largely involuntary. The subject of fantasy becomes something that greatly excited, captivated, and amazed him: a fairy tale he read, a cartoon he saw, a new toy. At 5-7 years old, external support suggests a plan and the child arbitrarily plans its implementation and selects the necessary means.

Thus, watching the cartoon “Sleeping Beauty” prompts Dasha N. (5 years 3 months) to play fairy. She cuts out the wings, glues and paints the magic wand and hat. Imagining himself to be a fairy, he takes off his wings and hat only when eating and sleeping, wears this outfit for several days, and touches objects with a wand to turn them into something.

The growth of the arbitrariness of imagination is manifested in a preschooler in the development of the ability to create a plan and plan its achievement.

For younger preschoolers, an idea is often born after an action has been completed. And if it is formulated before the start of activity, it is very unstable. An idea is easily destroyed or lost during its implementation, for example, when encountering difficulties or when the situation changes. The very emergence of an idea occurs spontaneously, under the influence of a situation, an object, or a short-term emotional experience. In children under 5 years of age, the creation of new images occurs unintentionally. Therefore, despite the fact that they fantasize with pleasure, they often refuse in response to an adult’s request “Draw what you want” or “Create a fairy tale.” Refusals are explained by the fact that children do not yet know how to direct the activity of their imagination.

The increase in the focus of imagination throughout preschool childhood can be concluded from the increase in the duration of children’s play on the same topic, as well as from the stability of roles.

Younger preschoolers play for 10-15 minutes. External factors lead to the appearance of side lines in the plot, and the original intent is lost. They forget to rename items and start using them according to their actual functions. At 4-5 years old, the game lasts 40-50 minutes, and at 5-6 years old, children can play enthusiastically for several hours and even days. For older preschoolers, play plans are relatively stable, and children often carry them out to the end.

The ability to create holistic works is directly related to the ability to plan (O. MDyachenko). In children 3-4 years old, only elements of preliminary planning of play or productive activities are observed. At the age of 4-5, step planning begins. A plan is a chain of images reflecting the main content of an activity.

Older preschoolers are able to fantasize freely, planning the process of implementing the idea in advance before the start of the activity. They outline a plan to achieve the goal, pre-select and prepare the necessary equipment.

The purposeful development of imagination in children first occurs under the influence of adults, who encourage them to arbitrarily create images. And then the children independently present ideas and a plan for their implementation. Moreover, first of all, this process is observed in collective games, productive types of activity, that is, where the activity takes place using real objects and situations and requires coordination of the actions of its participants.

Later, the arbitrariness of the imagination manifests itself in individual activity, which does not necessarily involve reliance on real objects and external actions, for example, in speech.

An important point in goal setting and planning is the presentation of the idea and plan in speech. The inclusion of a word in the process of imagination makes it conscious, voluntary. Now the preschooler plays out the proposed actions in his mind, considers their consequences, understands the logic of the development of the situation, and analyzes the problem from different points of view.

Imagination allows the baby to explore the world around him, performing a gnostic function. It fills gaps in his knowledge, serves to unite disparate impressions, creating a holistic picture of the world.

Danish storyteller Ib Spang Olsen wrote: “When it seems to us, adults, that a child is a great dreamer, then it is quite possible that the child is simply trying to find a reasonable explanation for something...”

Imagination arises in situations of uncertainty, when a preschooler finds it difficult to find an explanation in his experience for any fact of reality. This situation brings together imagination and thinking. As L.S. Vygotsky rightly emphasized, “these two processes develop interconnectedly.”

Thinking ensures selectivity in transforming impressions, and imagination complements and concretizes the processes of mental problem solving and allows one to overcome stereotypes. And solving intellectual problems becomes a creative process.

The baby's growing cognitive needs are largely satisfied with the help of imagination. It seems to remove the distance between what the child can perceive and what is inaccessible to his direct perception. The child imagines a lunar landscape, a flight in a rocket, tropical plants, arctic animals. Consequently, imagination significantly expands the boundaries of knowledge. In addition, it allows the preschooler to “participate” in events that do not occur in everyday life. For example, in the game a child saves his comrades during a storm, courageously guides a ship through reefs, and overcomes a storm. This “participation” enriches his intellectual, emotional, moral experience, allows him to more deeply understand the surrounding, natural, objective and social reality.

We emphasize that when fantasizing, children highlight objective patterns of the environment. The creation of new images is not a speculative process, but a process closely connected with reality. It is in the real world that the source of imagination is found. Imagination helps a preschooler find a non-standard creative solution to a cognitive problem (based on the real characteristics of objects, drawing images from the surrounding reality). Therefore, the most important characteristic of a child’s imagination is its realism, an understanding of what can be and what cannot be. As V.A. Sukhomlinsky quite rightly noted, “by populating the world around us with fantastic images, creating these images, children discover not only beauty, but also truth.”

A realistic approach to fantasy in fairy tales arises in preschool age. Three- and four-year-old children often do not distinguish the possible from the impossible. They agree with any idea, sometimes mixing fairy-tale and real images. The growth of a critical attitude towards images of imagination is associated with the expansion of children's experience. They begin to understand that not everything is possible in a fairy tale. Violation in a fairy tale of the typical properties of objects and the nature of the actions performed with them causes a negative attitude in the preschooler. He feels the limit that the imagination should not exceed.

In the game, the preschooler also understands the logic of life connections and follows it. He refuses to eat first the third course and then the first, explaining that this does not happen.

New images in a preschooler’s verbal creativity turn out to be no less realistic than in a game. The child gives the heroes actions and characters in accordance with their real characteristics, behavior and lifestyle.

For example, as in a fairy tale invented by Natasha K. (6 years 6 months):

“Once upon a time there lived a little bunny in the forest. The bunny went into the forest and found himself a bunny friend, and then also a bear cub. And they all became friends, they had fun. The little bear showed how he could climb trees, and the bunnies wanted to do the same, but they just flopped around. Then one bunny says: “Let’s run a race.”

And everyone ran. The bear didn’t have time to follow them. But they weren't offended. After all, Mishutka does not run fast, but he climbs trees well. So they walked together, and then it became dark, and they went to their home. I don’t know anymore, it’s already over.”

The development of imagination leads to the fact that at the age of 5-7 years, children create imaginary worlds, populate them with characters who have certain characteristics and act in appropriate situations. A preschooler, for example, invents a friend for himself - a little man who participates in all his games and with whom the child seems to be experiencing adventures. Often, younger children also talk about fictitious, not entirely realistic events in their lives, claiming that they were bought a dog, given a kitten, sent alone to the store, etc. The reason for such fantasies lies in the personal problems that the child has. Therefore, their appearance is a serious reason for an adult to think: what needs of the baby are not being met, what he dreams of and what he strives for, how he sees his relationships with adults and peers.

The developing protective function of the imagination is involved in the creation of such fantasies. Imagination helps the child solve emotional and personal problems, unconsciously get rid of disturbing memories, restore psychological comfort, and overcome feelings of loneliness. Imaginary situations of helping other people and animals indicate that the child does not feel significant or big in real life and strives to fulfill the need for self-affirmation in fantasy. Games with fictional characters allow us to conclude that the need for communication is not sufficiently satisfied. Feelings of insecurity and fear encourage you to come up with stronger friends who protect your child. Often the description of fictitious events is due to the desire to be recognized in a peer group, if the child cannot achieve this recognition through real means. Thus, the formation of a psychological defense mechanism occurs.

Fantasizing permeates a child’s entire life. In early childhood, the child simply supplements what he perceives with what was in past experience. In children 3-4 years old, and often at an older age, the imagination is reproductive in nature, and its images coincide with memory images. Fantasy in this case is nothing more than a memory of past events. Thus, the plots of children's fairy tales describe real situations in the life of a child.

The creative nature of imagination depends on the extent to which children master the methods of transforming impressions used in play and artistic activity. The means and techniques of imagination are intensively mastered in preschool age. Children do not create new fantastic images, but simply transform existing ones. An effective way of transforming reality is complemented by operating with images that are not based on a momentarily perceived situation.

The most common technique in verbal creativity is to create situations by giving characters realistic actions. The preschooler includes heroes in specifically human life situations, attributing to them human thoughts, feelings, and actions. He interprets animal behavior in a human way, reflecting the experience of social relationships.

Children often use the technique of anthropomorphization - animating objects when creating images, since they constantly encounter it when listening to fairy tales.

A more complex technique used by preschoolers is agglutination. A child, creating a new image, combines in it seemingly incompatible aspects of different objects.

A shift in size, leading to understatement or exaggeration of the size of characters, also leads to the creation of original images.

Often, children, when imagining, use fairy tale events that are well known to them, making only a few additions, replacing characters, combining several plots from different fairy tales, or inventing a new continuation for a familiar fairy tale.

In visual arts, children create fantastic images first using elementary techniques - changing color or depicting an unusual arrangement of objects. Such images are poor in content and, as a rule, inexpressive. Gradually, the drawings acquire specific content, for example, a child draws a fantastic miracle machine, using agglutination, personification, paradoxical combination (that is, placing an object in a situation unusual for it). And children borrow the content of episodes from literary works with certain changes. For older preschoolers, the images in their drawings become more and more original.

Mastering the techniques and means of creating images leads to the fact that the images themselves become more diverse and richer. While maintaining a specific, visual character, they acquire generality, reflecting what is typical in the object.

The images of a child’s imagination become more and more emotional, imbued with aesthetic, cognitive feelings, and personal meaning.

In the fairy tales of older preschoolers, a significant place is occupied not only by the event side, but also by the inner world of the characters, their experiences and thoughts. Children try to motivate the characters' actions. Older preschoolers endow the heroes with especially valuable, from their point of view, moral qualities. The actions of the characters in their fairy tales are permeated with social emotions: sympathy, empathy. Therefore, episodes in fairy tale stories invented by children are not simply strung together one on top of the other, but acquire an internal logic of development. This is how the process of formation of personal meanings is manifested in the children’s verbal creativity.

Let us indicate the features of imagination development in preschool age:

Imagination acquires an arbitrary character, suggesting the creation of a plan, its planning and implementation;

It becomes a special activity, turning into fantasy;

The child masters the techniques and means of creating images;

Imagination goes into the internal plane, the need for visual support for creating images disappears.

Health-saving technologies

HEALTH TASKS:

• maintain children's health;
• create conditions for their timely and full mental development;
• provide every child with the opportunity to joyfully and meaningfully live the period of preschool childhood.

Today, preschool institutions pay great attention to health-saving technologies, which are aimed at solving the most important task of preschool education - to preserve, support and enrich the health of children. In addition, a serious task is to ensure the highest possible level of real health for kindergarten students, fostering a valeological culture to form a child’s conscious attitude to the health and life of both their own and other people.

The efforts of preschool educational institutions employees today, more than ever, are aimed at improving the health of preschool children and cultivating a healthy lifestyle. It is no coincidence that these are the priority tasks in the program for the modernization of Russian education. One of the means of solving these problems is health-saving technologies, without which the pedagogical process of a modern kindergarten is unthinkable.

Health is the state of physical and social well-being of a person (according to the WHO Charter).

The most important characteristic of educational technology is its reproducibility. Any educational technology should be health-saving!

Before we start talking about health-saving technologies, let’s define the concept of “technology”.

What is "technology"?

What components are included in the concept of “technology”?

Technology is a tool for the professional activity of a teacher, which is accordingly characterized by a qualitative adjective – pedagogical. The essence of pedagogical technology is that it has a pronounced phasing (step-by-step), includes a set of certain professional actions at each stage, allowing the teacher to foresee the intermediate and final results of his own professional and pedagogical activities during the design process. Pedagogical technology is distinguished by: specificity and clarity of goals and objectives, the presence of stages: primary diagnosis; selection of content, forms, methods and techniques for its implementation; using a set of tools in a certain logic with the organization of intermediate diagnostics to achieve the designated goal; final diagnostics of goal achievement, criteria-based assessment of results.

Health-saving technologies in preschool education are technologies aimed at solving the priority task of modern preschool education - the task of preserving, maintaining and enriching the health of the subjects of the pedagogical process in kindergarten: children, teachers and parents. The goal of health-saving technologies in preschool education in relation to the child is to ensure a high level of real health for the kindergarten pupil and the education of valeological culture as the totality of the child’s conscious attitude towards human health and life, knowledge about health and the ability to protect, support and protect it, valeological competence, allowing the preschooler independently and effectively solve problems of a healthy lifestyle and safe behavior, tasks related to the provision of basic medical, psychological self-help and assistance.

Physical education and health technologies in preschool education are technologies aimed at physical development and strengthening the health of the child: the development of physical qualities, motor activity and the formation of physical culture of preschoolers, hardening, breathing exercises, massage and self-massage, prevention of flat feet and the formation of correct posture, health procedures in in the aquatic environment and on simulators, developing the habit of everyday physical activity and health care, etc. the implementation of these technologies, as a rule, is carried out by physical education specialists and preschool teachers in specially organized forms of health-improving work. Certain techniques of these technologies are widely used by preschool teachers in various forms of organizing the pedagogical process: in classes and outings, during restricted moments and in the free activities of children, during pedagogical interaction between an adult and a child.

Technologies for ensuring the socio-psychological well-being of a child are technologies that ensure the mental and social health of a preschool child. The main task of these technologies is to ensure emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family, ensuring the social and emotional well-being of the preschooler. The implementation of these technologies is carried out by a psychologist through specially organized meetings with children, as well as teachers and preschool education specialists in the current pedagogical process of preschool educational institutions. This type of technology includes technologies for psychological and psychological-pedagogical support of child development in the pedagogical process of preschool educational institutions.

The implementation of the model for the formation of children's health is ensured by:

the focus of the educational process on the physical development of preschool children and their valeological education;

a set of health-improving activities during the day depending on the time of year;

created optimal pedagogical conditions for the stay of children in preschool educational institutions;

formation of approaches to interaction with family and development of social partnership.

AREAS OF WORK ON HEALTH SAVING:

1. Therapeutic and prophylactic (phyto-, vitamin-monotherapy; taking tinctures and decoctions of adaptagen plants in accordance with a comprehensive plan for health improvement and therapeutic and preventive measures for children).

2. Ensuring the psychological safety of the child’s personality (psychologically comfortable organization of routine moments, optimal motor mode, proper distribution of physical and intellectual stress, a friendly style of communication between an adult and children, the use of relaxation techniques in the daily routine, the use of necessary means and methods).

3. Health-improving orientation of the educational process (taking into account hygienic requirements for the maximum load on preschool children in organized forms of education, creating conditions for health-improving regimes, valeologization of the educational space for children, caring for the child’s nervous system: taking into account his individual characteristics and interests; providing freedom of choice and expression of will, creating conditions for self-realization; orientation to the child’s zone of proximal development, etc.).

4. Formation of the child’s valeological culture, the foundations of valeological consciousness (knowledge about health, the ability to save, maintain and preserve it, the formation of a conscious attitude towards health and life).

Masterpieces of art have long been used for psychocorrection and psychotherapy of the emotional state of both adults and children.

At the same time, neuroscientists argue that the perception of art or the practice of art not only affects the emotional sphere of a person, but also stimulates the work of the brain and perfectly prepares the brain for engaging in the exact sciences, primarily developing the concentration necessary for cognition.
This message contains information about the most interesting facts and observations of scientists indicating the influence of art on mental development.

Listen to Mozart!

“The well-known music therapist and scientific researcher in the field of the effects of music on the human body, S.V. Shushardzhan, notes in his works that the waves created by the brain can be changed with the help of music and spoken sounds.
Beta waves are generated by our brain when we are focused on daily activities or experiencing strong negative emotions. Beta waves vibrate at a frequency of 14 to 20 Hz.
Elevated sensations and peace are characterized by alpha waves, propagating at a frequency of 8 to 13 Hz.
Periods of peak creativity, meditation and sleep are characterized by theta waves, which have a frequency of 4 to 7 Hz. And deep sleep, deep meditation and unconsciousness generate delta waves, the frequency of which ranges from 0.5 to 3 Hz. The slower the brain waves, the more relaxed we experience. An excess of enhanced delta waves virtually guarantees the presence of impairments in attention and other cognitive functions.
With the help of music, you can shift consciousness from beta waves towards the alpha range, thus increasing well-being and attentiveness.
Playing music can create a dynamic balance between the more logical left hemisphere of the brain and the more intuitive right hemisphere of the brain. The exchange of thoughts is the basis of creativity."
/source - V.M. Elkin "Methods of psychodiagnostics and psychotherapy with works of art/

Since the 90s of the 20th century, simply amazing information has appeared about the unique impact of Mozart’s music on the human brain. The unusual influence was called the Mozart effect. Scientists are still arguing about the nature of this phenomenon. Nevertheless, very interesting facts have already been collected.

Scientists from the Sapienza University of Rome say, "The results indicate that Mozart's music is capable of activating neurons in the cerebral cortex responsible for attention and cognitive functions. But not all music causes a similar effect." //

Mozart's music has a particularly strong impact on children. Children develop their intelligence much faster.

I will not undertake to reproduce the scientific justification for such an unusual effect on the brain of Mozart’s music, but in general it boils down to the idea of ​​resonance of brain cycles and the rhythm of music, as well as its saturation with high-frequency sounds.

Agree, this is a very tempting and enjoyable way to develop a child’s mental abilities, and also useful in terms of developing good musical taste!

At the same time, I urge readers to be critical when searching for Mozart’s music on the Internet: very often, upon request, it is not Mozart’s music at all (but signed with his name), it is better to purchase the disc in a music store, or when downloading, consult with specialists.

About the benefits of a child dancing

Scientists from Einstein College of Medicine in New York have proven that dancing has a beneficial effect on the development of mental abilities. The combination of the logic of dance steps and free-thinking in improvisation optimizes the work of both hemispheres by 76 percent. Even reading books and solving crossword puzzles does not give such results.

Tatyana Chernigovskaya, Soviet and Russian scientist in the field of neuroscience and psycholinguistics, as well as theory of consciousness, Doctor of Biological Sciences, Professor, Honored Scientist of the Russian Federation, in the lecture “Creativity as the purpose of the brain,” speaks about the art of dance and the complex work of the dancer’s brain (see fragment 2 -3 minutes with 7 minutes 25 seconds, overall a very interesting lecture, I highly recommend listening to it in your free time!):

Visual arts

It is widely known that the left hemisphere of the brain is responsible for logic. This was revealed in more than one scientific experiment. The left hemisphere is also “responsible” for such important functions as language, reading, writing, counting, enumeration, fragmentation of the surrounding reality, the ability to perform mathematical operations, linear thinking, time dependence, analysis, and intelligence.

During the experiments, it was revealed that the right hemisphere is responsible for imaginative perception, integrity, spatial thinking, archaic language forms, music, smells, patterns, a holistic picture of the world, thinking by analogies, symbolism, synthesis and intuition. Therefore, it would be fair to note that introduction to art and creative activity itself will stimulate the development of the right hemisphere of the child’s brain.

One of the types of art accessible to preschoolers are visual arts (painting, graphics, sculpture, applied art, architecture, etc.)

It is clear that a small child gets acquainted with visual arts through adults - close relatives and teachers.

Children of preschool age are closest and most accessible to the perception and development of folk art in all its diversity, and regional and national aspects should be taken into account.

Thus, our Kuban preschoolers, getting acquainted with the visual motifs of ancient Russian, Kuban embroidery, identify rhythm, repeatability of patterns, guess the images of a horse, lion, firebird in schematic images, comprehend the symbolism of colors - white, red, black.

Returning to my childhood, which I spent in Orenburg, I remember the elegant openwork patterns of downy webs that my grandmother Maria knitted; those patterns were more reminiscent of snowflakes, zigzags, blizzard soaring lines, but there was also rhythm and harmony there.

Acquaintance with professional art presupposes a certain level of mental, intellectual and aesthetic development and at the same time contributes to this development.

A child of middle age and older preschool age should already have an understanding of the simplest terms, concepts, art history, means of expression, as well as direct perception of works of art (all kinds of exhibitions, museum exhibits, etc.). Art books for children play an important role in the formation of such understanding.

Visual activity promotes the child’s active knowledge of the world around him and develops the ability to creatively reflect his impressions in graphic or plastic form.

Word arts

2. Joseph Brodsky: “If what distinguishes us from other representatives of the animal kingdom is speech, then literature, and in particular poetry, being the highest form of literature, represents, roughly speaking, our species goal.”

In my opinion, that's a very strong word! Read good literature to your children, develop and enrich your child’s speech, introduce children to art, and you will raise a generation of smart, thoughtful, spiritually rich people!

Creativity for a child is one of the forms of learning about the world, self-expression, getting rid of stress and fear, and distracting from negative emotions. In the process of different types of creativity, the child experiments, creates something new for himself, making important discoveries. Joint creativity makes it easy to adapt to society.

Children's creativity is divided into artistic, technical and musical. Let's look at each type in more detail.

1. Artistic activity consists of creating compositions by modeling, drawing, appliqué, and literary works. All this leads to the development of good taste in children. In early childhood, children draw intuitively, paying attention to the properties of the material and not attaching importance to the image itself. By the age of five, images become recognizable and meaningful; by the age of 10, children put not only meaning into the drawing, but also a plot.

The use of finger paints, pencils, brushes, and crayons helps strengthen hand muscles, improves coordination and motor skills, and develops attention, observation and perseverance in children of all ages.

Literary creativity begins from the time a child learns to speak. Words become part of the game and are associated with drawing, singing, music, but over time they become a separate direction of development. Literature provides an opportunity for a child to express his or her understanding of the world no worse than drawing. At the same time, vocabulary increases, as does erudition; it is easier for the child to master reading and write essays at school.

2. Technical creativity Forms a child’s interest in science, the ability to think rationally, invent, and solve assigned problems. At a younger age, children work on simple technical devices, and at school they create more complex designs.

3. Musical creativity comes down to playing instruments, singing, dancing. This type of creativity will help develop a child’s musical taste and hearing. Music is one of the first types of creativity available to a child, through which he perceives the world around him, and together with dance, the child also develops physically, becomes more resilient, and trains balance and coordination.

Participation of adults in the creative development of a child

Over time, children change their priorities in choosing the type of creativity, for example, from visual activities they can move on to music or dance. Parents who send their children to various creative studios, encouraging interest, strengthen the child’s self-esteem and desire for self-development in the future.

The creative process cannot be imposed on children, otherwise interest in activities will disappear over time. In creativity, the child himself must take the initiative, feel independent and independently worry about the result.

You need to encourage your child to be creative from an early age: attract to modeling, music, reading. You can create conditions for development by inventing new games, surrounding them with objects and materials that are useful for creativity, and visiting exhibitions, master classes, and children's performances with your children.

Children's creativity is an important process in the development of a child. Artistic, musical, technical development - all this brings invariably positive results, helping the child to master the world around him, develop thinking, and show initiative. Creativity will help your child find his or her own identity and strengthen self-esteem.