What is the aesthetic attitude to the world based on? Modern problems of science and education. The development of visual literacy in primary schoolchildren in the process of decorative drawing

Introduction

Perception is a reflection by a person of an object or phenomenon as a whole with its direct impact on the senses. Perception, as a sensation, is connected, first of all, with the analytical apparatus through which the world affects the human nervous system. Perception is a collection of sensations. So, for example, perceiving a morning landscape, a person reflects it in sensations, its color of a tree, the smell of a forest, dew on the grass feels its monumentality, inviolability. However, perception is more than the sum of the sensations received. Perceiving a forest, a person knows that it is a forest, that it has a characteristic appearance, that one can enter it, that it is a certain number of trees. A person always designates what he perceives with a certain word - “forest”, which designates not any particular color, shape or smell, but everything as a whole.

The child, with the help of the senses, perceives a variety of properties, natural objects: shape, size, sounds, colors, spatial position, movement, etc. He forms specific initial and vivid ideas about nature, which later help him to see and understand the connections and relationships of natural phenomena, to learn new concepts.

The urgency of the problem. In recent years, attention has increased to the problems of the theory and practice of environmental education as the most important means of forming an aesthetic attitude to reality. Nature is the most important means of aesthetic education of children of primary school age.

The period of primary school age is characterized by the active cognitive and aesthetic activity of the child, the intensive development of the intellectual and emotional-sensual spheres, the formation of self-knowledge, the development of universal values, various social roles. The relationship of children with nature is sensitive, cognitively and emotionally significant (T.A. Babanova, A.N. Zakhlebny, A.A. Makarov). The authors note that the accumulation of ideas about the surrounding world in the lessons, the understanding of the interactions of natural phenomena underlies the subsequent formation of ideas about the world around children. Today, the content of natural history is part of the content of the educational component "The World Around". The methodological basis of the lessons of the surrounding world is made up of three groups of knowledge: man, nature, society. This is how the integration of natural science and social science knowledge takes place in order to form in children a holistic view of the world around them and a person’s place in this world. The problem of developing spiritual, non-pragmatic needs in students in interaction with the environment and forming an attitude towards it as a value becomes relevant. In this regard, the development of aesthetic perception of nature is important in the environmental education of children.

Object of study: the process of familiarization of the younger student with the outside world.

Subject of research: development of aesthetic perception of nature

Purpose: to study the effectiveness of the influence of the lessons of the integrated course "The World Around" on the development of the aesthetic perception of nature by younger students.

To achieve the goal of the study, it is necessary to solve the following tasks:

1.To study the psychological, pedagogical, methodological literature on the research problem.

2.To reveal the aesthetic properties of nature in the formation of a positive attitude towards the world around the younger student.

.Consider the techniques, forms, methods of aesthetic education of children of primary school age in the lessons of the world around

.Conduct a study to identify the level of development of aesthetic perception.

Based on the purpose and objectives of the study, the following hypothesis is put forward: the development of aesthetic perception of the surrounding world by younger students will be successful if favorable pedagogical conditions are created that will influence the ecological consciousness of younger students.

The methodological basis of the study is the analysis of pedagogical psychological literature; observation of the educational process in the studied classes; experimental training and data processing. As well as the provisions of T.A. Babanova, A.N. Zakhlebny, A.A. Makarova, L.V. Moiseeva, N.A. Ryzhova, L.P. Saleeva and others.

To solve the tasks set, the following research methods were used:

Analysis of psychological, pedagogical, methodological literature;

observation of the learning process in the lessons of the world around;

pedagogical experiment;

testing;

statistical processing.

The theoretical significance is to identify some ways of applying the methods in the current stage of teaching younger students.

The practical significance of the study lies in the fact that the results of the study can be used by students, methodologists and teachers in practical pedagogical activities.

Experimental base: 2 "in" class NPSOSh No. 2 in Yakutsk.

The structure of the study: the thesis consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

The first chapter "Theoretical Foundations for the Development of Aesthetic Perception of Nature in the Lessons of the Integrated Course "The World Around" reveals the concept, goals and objectives of aesthetic education, the relationship between man and nature, especially the aesthetic perception of the world around younger students.

In the second chapter "Experimental work on the development of aesthetic perception in the lessons" World around "experimental work, methods of observation, analysis and results of the study are revealed and described.

Chapter 1

In this chapter, we will consider the main theoretical approaches of domestic and foreign teachers and psychologists to the problem of aesthetic perception of younger students, reveal the concept of "aesthetic perception", identify its purpose, objectives, consider the main categories of aesthetic perception and their features in primary school age, as well as ways and means of aesthetic perception. We will reveal the relationship of nature with aesthetic perception.

1.1Nature as an aesthetic value

Nature is the most important means of education and development of children of primary school age. How many discoveries a child makes by communicating with her!

Children communicate with nature at different times of the year - both when fluffy snow lies around, and when gardens bloom. Thus, the child, with the help of the senses, perceives a variety of properties, natural objects: shape, size, sounds, colors, spatial position, movement, etc. He forms specific initial and vivid ideas about nature, which later help him to see and understand the connections and relationships of natural phenomena, to learn new concepts. Many are in the process of observation. This enables the teacher to develop logical thinking in students.

The communication of children with nature also has an ideological and ideological significance. The accumulation of real, reliable ideas, understanding of the interactions of natural phenomena underlies the subsequent formation in children of elements of a materialistic worldview.

A variety of natural objects allows the teacher to organize interesting and useful activities for children. In the process of observing, playing and working in nature, children get acquainted with the properties and qualities of objects and natural phenomena, learn to notice their change and development. They develop curiosity.

Respect for nature depends on the ability to perceive it aesthetically, i.e. be able to see and experience the beauty of nature. Aesthetic perception is provided by direct alive communication of children with nature. Observation of the beauty of natural phenomena is an inexhaustible source of aesthetic impressions. It is important to show children the aesthetic qualities of natural phenomena, to teach them to feel the beauty, to evoke value judgments associated with experiencing the beauty of the observed phenomena.

The main task in the development of the aesthetic perception of nature is the awakening in children of an emotional attitude towards it. Emotional attitude to nature helps to make a person higher, richer, more attentive.

Nature is one of the factors influencing the development and formation of aesthetic feelings, it is an inexhaustible source of aesthetic impressions and emotional impact on a person. In people's lives, nature occupies a significant place, contributes to the formation and development of aesthetic feelings and tastes.

During the period of transition to new curricula and programs, the issues of harmonizing the relationship of society with the environment, the formation and formation of a responsible attitude towards it are of particular importance. The foundation for a responsible attitude to the environment is laid in elementary school, so the success of environmental education largely depends on the first stage of schoolchildren's education.

The following goals underlie the construction of modern courses with an environmental focus:

formation of a holistic view of the natural and social environment as an environment for human life, work and recreation;

development of the ability to perceive the surrounding world through the senses and cognitive interest and the ability to causal explanation in the analysis of facts and phenomena of the surrounding reality;

teaching younger schoolchildren methods of cognition of the world around them;

education of an aesthetic and moral attitude to the environment of human life, the ability to behave in it in accordance with universal norms of morality.

Perception is a collection of sensations. So, for example, perceiving a morning landscape, a person reflects it in sensations, its color of a tree, the smell of a forest, dew on the grass feels its monumentality, inviolability.

Perception provides knowledge of nature in all natural and aesthetic integrity, and imagination is intended to foresee all the consequences of human activity in the process of communication with nature, people's interference in the life of Nature. The feeling of nature is a manifestation of the synthesis of human qualities, when people consciously strive for unity with nature or unconsciously act as a particle of nature. Feeling is a very strong mental property, thanks to which a person can refuse the upcoming action if it somehow violates the life of Nature.

The well-known psychologist S.L. Rubinshtein emphasizes the interdependence of the beautiful and its reflection by a person: ... nature is beautiful, and not only experiences, perception of a person. This is not its own objective property, but it is a quality that characterizes nature in a certain system of connections and relationships, the one in which man is included. . At the same time, the features of the relationship between the aesthetic and ecological attitudes appear in the following form: the aesthetic, as a statement of the existence of an object, is a prerequisite for the ethical, as a statement of its significance for a person. And yet the original the ability to see the aesthetic, the beautiful in nature, sensitivity to it.

The problem of aesthetic perception is quite fully developed in domestic and foreign literature. Aesthetic attitude to the environment is formed in a person almost throughout his life and especially intensively during school years. Adults and children are constantly faced with aesthetic phenomena. In the sphere of spiritual life, everyday work, communication with art and nature, in everyday life, in interpersonal communication - everywhere the beautiful and the ugly, the tragic and the comic play an essential role. Beauty gives pleasure and pleasure, stimulates labor activity, makes meeting people pleasant. The ugly repels. Tragic - teaches sympathy. Comic - helps to deal with shortcomings.

The ideas of aesthetic perception originated in ancient times. Ideas about the essence of aesthetic perception, its tasks, goals have changed since the time of Plato and Aristotle up to the present day.

In our time, the problem of aesthetic perception, personality development, formation, its aesthetic culture is one of the most important tasks facing the school. This problem has been developed quite fully in the works of teachers and psychologists. Among them, D.B. Kabalevsky, B.T. Likhachev, A.S. Makarenko, B.M. Nemensky, V.A. Sukhomlinsky, V.N. Shatskaya, I.F. Smolyaninov and others.

B.M. Nemensky defines aesthetic perception as the ability to perceive, correctly understand, appreciate and create the beautiful and sublime in life and art.

However, perception is more than the sum of the sensations received. Perceiving a forest, a person knows that it is a forest, that it has a characteristic appearance, that one can enter it, that it is a certain number of trees. The formation of aesthetic feelings and ideas of children, familiarization with the beautiful is carried out in a certain system, in various activities, with the perception of the surrounding reality. Creating a store of aesthetic knowledge, enriching artistic impressions is the first task of aesthetic education and the most successful solution in the process of direct contact of the child with aesthetic phenomena in the surrounding life and nature.

The direct perception of nature and the indirect aesthetic attitude towards it through art throughout the history of mankind has shaped people's sense of beauty and aesthetic taste, that is, the understanding of beauty and the ability to enjoy beauty, as well as the need for such enjoyment and for the universal creativity of beauty. Nature provided forms not only for its own reproduction, but also for the artistic recreation of people's social existence.

Nature constantly surrounds the child, enters his life very early. She is attractive to him, first of all, thanks to her colorful world, which gives the baby a lot of vivid impressions, causing joyful experiences. But nature reveals its value side not to all people, but only to those who are able to perceive it from an aesthetic point of view. This ability develops in the process of education and training.

In the works of Grigorieva L.I. the hypothesis was approved that in the formation of ecological consciousness, Nature itself is of great importance, as a natural factor that forms the emotional-sensory component. In nature itself there is an active principle capable of awakening in a person a sense of an adequate attitude towards Nature as towards himself.

Aesthetic perception is, first of all, actualization, practical disclosure of aesthetic feeling. Until the moment of meeting with the object, the aesthetic feeling is in a dispositive, latent (hidden) form, and when the object appears directly, it goes into an active state. In this experience, two interconnected content structures are manifested in a single process: the perception of the aesthetic properties and qualities of the object and the level of aesthetic preparedness of the subject of perception.

Imagine two people who, under the same circumstances and goals, are walking through the forest. One of them is surprised at the shape of the trees, inhales the smells, notices how the cobwebs silver in the sun; his soul is filled with poetry, everything seems to him new, unexpected, prompts reflections. Another sees an ordinary forest, familiar trees, cobwebs sticking to clothes. He is well aware of their existence and may well distinguish oak from aspen, but the surrounding does not cause emotions in him. He is absorbed in the very factor of walking, and if he walked, say, on the sidewalk, it still would not change his attitude to life for a second. Such a person rarely admires the sunrise, always accurately retells the contents of the book, without saying a word about what excited him.

This example makes it possible to imagine the depth of the differences that exist between the two principles of perception: the abstract perception of things as objects and the emotional perception of them as phenomena.

Nature as a factor in aesthetic education was highly valued by K.D. Ushinsky: “... I learned from the impressions of my life a deep conviction that a beautiful landscape has such a huge educational influence on the development of a young soul, which is difficult to compete with the influence of a teacher.” There is beauty here. It manifests itself in the form of strength, dexterity, lightness, speed, grace, power. In order to learn to appreciate the beauty of plant forms, the gracefulness of animals, the contrasts of color and light, the harmony of sounds, it is necessary to connect both feeling and abstract-logical thinking to cognition. The awakening of the aesthetic sensitivity of children is facilitated by involving them in observing nature, special aesthetic-cognitive tasks and exercises, and a number of problematic situations. This encourages students to perceive, comprehend, evaluate cognizable objects as beautiful and expressive.

Academician B.G. Likhachev believes that each age period of childhood requires a special specific basis for expressing ideals that are formed on the basis of the child's ideas. The aesthetic properties of a person are not innate, but begin to develop from a very early age in a social environment and active pedagogical leadership. In the process of aesthetic development, children gradually master the aesthetic culture of society, the formation of aesthetic perception, as well as ideas, concepts of judgments, interests, needs, feelings. One of the important aesthetic feelings of a child is a feeling of love for nature. The aesthetic perception of nature evokes in children feelings of careful, caring attitude towards plants and animals.

The feeling of love for nature is formed through the perception of the natural world, which includes the aesthetic level of perception of nature; responsiveness to vital manifestations of natural objects; aesthetic exploration of nature; knowledge of the natural world with the processing of the information received; practical interaction with the natural world.

A person who has all the components of ecological culture, when communicating with nature, can give a psychological and emotional assessment of its perception, causing in himself certain feelings in relation to the natural world (positive, negative, neutral) and, thereby, cultivating a love for nature. In order for an ecologically cultural person to have certain feelings in relation to the natural world, it is necessary to influence him both negative and positive natural reactions (factors) of the natural world.

Of the many manifestations of the beauty of nature, people perceive what corresponds to their worldview and mood. The appearance of nature, if it is not changed by man, remains practically constant. The ability to see nature is the first condition for educating the worldview of unity with it, the first condition for educating through nature. It is achieved only through constant communication with nature.

Yu.D. Dmitriev sees the goal of aesthetic education in the formation of the ability to enjoy the beautiful; fixing impressions in emotional memory on the beautiful in life; in a penchant for beauty; active aesthetic position. It is difficult to imagine the aesthetic education of children without involving nature as an assistant to the educator - this most natural source of beauty.

Currently, scientific research is being carried out on the influence of aesthetic education on the comprehensive development of the personality, including its humanistic properties. Not only a direct dependence of the aesthetic development of the individual on the holistic educational process of the school has been established, but also an inverse relationship, when aesthetic education is a factor that optimizes the educational process. The ability to see nature is the first condition for educating the worldview of unity with it, the first condition for educating through nature. It is achieved only through constant communion with nature. In order to feel like a part of the whole, a person must not episodically, but constantly be in a relationship with this whole.

Aesthetic interests and needs, as well as aesthetic abilities, serve as an indicator of a person's aesthetic attitude to the world. Beauty in nature is limitless and inexhaustible. Therefore, nature is the source for art. Beauty in nature has been and remains the subject of its artistic development. Therefore, great artists are always pioneers of beauty in the world around them.

Nature is one of the factors influencing the development and formation of aesthetic feelings, it is an inexhaustible source of aesthetic impressions and emotional impact on a person. In people's lives, nature occupies a significant place, contributes to the formation and development of aesthetic feelings and tastes. Environmental education is a continuous process of learning, upbringing and development of the individual, aimed at the formation of a system of scientific and practical knowledge, value orientations, behavior and activities that ensure a responsible attitude of a person to the natural environment. This is the definition given by A.N. Suffocating is the most complete and generally accepted.

Aesthetic feelings are closely connected with moral values. Love for the Motherland is a complex moral feeling, which is organically connected with the aesthetic feelings caused by communication with nature. To love nature, one must know it, and in order to know, one must study it. In the process of knowing nature, aesthetic feelings and tastes are formed and developed. The perception of the aesthetic phenomena of nature and the experiences arising from this depend on the circle of ideas, meanings and the general development of a person.

In addition to pedagogical approaches, there are also psychological ones. Their essence lies in the fact that in the process of aesthetic perception, the aesthetic consciousness is formed in the child. Aesthetic consciousness is divided by educators and psychologists into a number of categories that reflect the psychological essence of aesthetic perception and make it possible to judge the degree of a person's aesthetic culture. Most researchers distinguish the following categories: aesthetic taste, aesthetic ideal, aesthetic evaluation. D.B. Likhachev also distinguishes aesthetic feeling, aesthetic need and aesthetic judgment.

The formation of the idea of ​​nature could not but be accompanied, as the study of the history of aesthetic thought and the history of art, the formation of the idea of ​​beauty, this criterion for the total and universal assessment of both the phenomena of the external world themselves and their relationship to man. The idea of ​​beauty in its aspect of obligation and universal validity acts as a universal value. But in fact, nothing, including value, is universal. Universality is comparable to nature as the ultimate concept, when nature is understood as the cosmos, as "everything". In fact, the categories of aesthetic value are applied to nature in the ordinary sense. Kant, for example, argued that the singing of people is boring, the singing of birds - never. It is obvious that another limit, like a circle oscillating around immovable universally significant objects, will be the idea of ​​the ugly: such an assessment can mean both empirical objects and products of the imagination - monsters, horrors, demons, "hungry ghosts", etc.

The value order is dynamic, its implementation includes other aesthetic values. The latter may correspond to aesthetic concepts of a more particular rank, such as "grace", "expressiveness", "noble simplicity", "picturesqueness", "musicality", etc. By all these criteria, you can evaluate a variety of objects; therefore, they act in this case as values.

Value is a universally significant desirable, something that is recognized by everyone as worthy of existence, something that should exist and for which one acts. The same aesthetic concepts that simply state the presence of certain qualities can also be values, when they reveal the aspect of obligation, they become vector concepts. Usually, when speaking about the aesthetic value of nature, they mean nature as a human environment, and above all, landscape, landscape. Even with such an ordinary understanding of nature, the value order shines through in art in various aspects. For example, in painting, in a landscape, one can show, as it were, the life of nature itself or express the mood of a person through the display of nature; the landscape may be a symbol or an allegory of a more abstract meaning. However, in order to apply the concept of aesthetic value to the phenomena of nature or to nature in general, it is necessary to clarify what is appropriate to understand by "nature" in aesthetics.

For aesthetics, the division of nature into living and dead is especially significant. This is one of its most significant meanings. And for a person there is nothing more natural than life and death. Life is “innate” to him, and nature has put a limit on it. This is the closest nature of any human being. He meets all the rest of it ("environment") through the nearest nature - his living body. Therefore, the body is the first natural aesthetic object, and it is also the measure of aesthetic value. It is also the most important object of art. It is known that there is a practice of both positive and negative assessment of the body, its justification and condemnation. So, the concept of nature is the most abstract in philosophy, it is one of the ultimate concepts. When it is not clear or difficult to find the basis of certain phenomena, then they say that these phenomena are "such by nature".

The problem of an aesthetic attitude to nature arose as a reaction to an extra-value scientific attitude to it. At one time, V.I. Vernadsky attached excessive, "geological" significance to science, believing it to be the leading factor of spiritual activity, truly creative, and all other manifestations, including religion, art and philosophy, being driven. The cultural value of science is recognized as self-sufficient, it is abstracted from the values ​​of other forms of social consciousness, including moral and aesthetic ones; this distraction was the condition for the progress of science. Such a special "cultural asceticism" of science, its, so to speak, insensitivity to other manifestations of spiritual life has its consequences for culture as a whole and for the individual human person.

A rich emotional world allows the student, not yet having a consciousness of the aesthetic value of this or that object or phenomenon, to see the world aesthetically, in all its diversity. He directly perceives harmony, feels beauty even in prosaic things.

It is in the aesthetic perception of the child, which is not normalized by any canons, that the main reason for his active attitude to the world lies. In an adult who has a conscious attitude towards an object, aesthetic perception is often self-sufficient and comes down to superficial admiration, to a passive, and sometimes to a consumer attitude towards beauty. The child is trying to overcome his ignorance. Uncertainty pushes him to search for the necessary aesthetic meaning. He strives to test his experiences in real action, to find an adequate form of expression for them. Without this search, mental efforts, aesthetic perception is formal and does not affect the essence of the object.

Thus, natural nature as an aesthetic value is one of the most important criteria for the personal development of a child. The formation of an aesthetic attitude to nature is influenced by the child's experience of interacting with the outside world, the need to communicate with representatives of the animal and plant world, empathy for them, the manifestation of kindness, sensitivity. It is also necessary that the learning stage reveals the nature of abstract concepts and symbols for the student, organizes the natural process of cognition, in which emotional-figurative memory and creative thinking develop.

1.2Features of the aesthetic perception of the world in primary school age

In this paragraph, the subject of consideration will be those age-related features that are inherent in the younger student and which should be taken into account in the development of his aesthetic perception.

In our time, the problem of aesthetic perception, personality development, formation, its aesthetic culture is one of the most important tasks facing the school. This problem has been developed quite fully in the works of domestic and foreign teachers and psychologists. Among them are B. T. Likhachev, A. S. Makarenko, B. M. Nemensky, V. A. Sukhomlinsky, V. N. Shatskaya, I. F. Smolyaninov, O. P. Kotikova and others.

We have already noted that it is very difficult to form aesthetic ideals, artistic taste, when the human personality has already taken shape. Aesthetic development of personality begins in early childhood. In order for an adult to become spiritually rich, special attention must be paid to the aesthetic education of children of primary school age. B.T. Likhachev writes: "The period of primary school childhood is perhaps the most decisive in terms of aesthetic education and the formation of a moral and aesthetic attitude to life." The author emphasizes that it is at this age that the most intensive formation of attitudes to the world takes place, which gradually turn into personality traits. The essential moral and aesthetic qualities of a person are laid down in the early period of childhood and remain more or less unchanged throughout life. And in this regard, this is the most suitable time for the development of aesthetic perception.

There are many definitions of the concept of "aesthetic perception", but, having considered only some of them, it is already possible to single out the main provisions that speak of its essence.

First, it is a targeted process. Secondly, it is the formation of the ability to perceive and see beauty in art and life, to evaluate it. Thirdly, the task of aesthetic perception is the formation of aesthetic tastes and ideals of the individual. And, finally, fourthly, the development of the ability for independent creativity and the creation of beauty.

A peculiar understanding of the essence of aesthetic perception also determines different approaches to its goals. Therefore, the problem of the goals and objectives of aesthetic education in order to develop perception requires special attention.

It is impossible, or at least extremely difficult, to teach a young man, an adult, to trust people if he was often deceived in childhood. It is difficult to be kind to someone who in childhood did not partake of sympathy, did not experience childhood direct and therefore indelibly strong joy from kindness to another person. It is impossible to suddenly become courageous in adulthood, if in preschool and primary school age you have not learned to express your opinion decisively and act boldly.

The course of life changes something and makes its own adjustments. But it is precisely in preschool and primary school age that the development of aesthetic perception is the basis of all further pedagogical work.

One of the features of primary school age is the arrival of the child in school. He has a new leading activity - study. The main person for the child is the teacher. “For children in elementary school, the teacher is the most important person. Everything for them begins with a teacher who helped them overcome the first difficult steps in life... “Through him, children learn the world, the norms of social behavior. The views of the teacher, his tastes, preferences become their own. From the pedagogical experience of A.S. Makarenko knows that a socially significant goal, the prospect of moving towards it, with an inept setting in front of children, leaves them indifferent. And vice versa. A vivid example of the consistent and convincing work of the teacher himself, his sincere interest and enthusiasm easily raise children to work.

The next feature of the development of aesthetic perception in primary school age is associated with the changes taking place in the field of cognitive processes of the student. For example, the formation of aesthetic ideals in children, as part of their worldview, is a complex and lengthy process. This is noted by all the educators and psychologists mentioned above. In the course of education, life relationships, ideals undergo changes. Under certain conditions, under the influence of comrades, adults, works of art, nature, life upheavals, ideals can undergo fundamental changes. "The pedagogical essence of the process of forming aesthetic ideals in children, taking into account their age characteristics, is to form stable meaningful ideal ideas about society, about a person, about relationships between people, from the very beginning, from early childhood, doing this in a diverse, changing each stage in a new and exciting form," notes B.T. Likhachev.

For preschool and primary school age, the leading form of acquaintance with the aesthetic ideal is children's literature, animated films, films and photographs in books. From the early school age, changes in the motivational sphere take place. The motives of children's attitude to art, the beauty of reality are recognized and differentiated. D.B. Likhachev notes in his work that a new, conscious motive is added to the cognitive stimulus at this age. This is manifested in the fact that "... some guys relate to art and reality precisely aesthetically. They enjoy reading books, looking at illustrations in them, listening to music, drawing, watching a movie. They still do not know that this is an aesthetic attitude. But an aesthetic attitude to art and life was formed in them.The craving for spiritual communication with art gradually turns into a need for them.

From the early school age, changes in the motivational sphere take place. The motives of children's attitude to art, the beauty of reality are recognized and differentiated. D.B. Likhachev notes in his work that a new, conscious motive is added to the cognitive stimulus at this age. This is manifested in the fact that "... some guys relate to art and reality precisely aesthetically. They enjoy reading books, listening to music, drawing, watching a movie. They still do not know that this is an aesthetic attitude. But they have formed an aesthetic attitude to art and life.The craving for spiritual communion with art gradually turns into a need for them.

Other children interact with art outside of a purely aesthetic relationship. They approach a work rationalistically: having received a recommendation to read a book or watch a movie, they read and watch them without a deep understanding of the essence, only in order to have a general idea about it. "And it happens that they read, watch or listen for prestigious reasons. Knowledge teacher of the true motives of children's attitude to art helps to focus on the formation of a truly aesthetic attitude.

The feeling of the beauty of nature, surrounding people, things creates special emotional and mental states in the child, arouses a direct interest in life, sharpens curiosity, thinking, and memory. In early childhood, children live spontaneous, deeply emotional lives. Strong emotional experiences are stored in memory for a long time, often turn into motives and incentives for behavior, facilitate the process of developing beliefs, skills and habits of behavior. In the work of N.I. Kiyashchenko quite clearly emphasizes that "the pedagogical use of the child's emotional attitude to the world is one of the most important ways of penetrating into the child's consciousness, its expansion, deepening, strengthening, construction." He also notes that the emotional reactions and states of the child are a criterion for the effectiveness of aesthetic education. "The emotional attitude of a person to a particular phenomenon expresses the degree and nature of the development of his feelings, tastes, views, beliefs and will" .

Any goal cannot be considered without tasks. Most teachers (G.S. Labkovskaya, D.B. Likhachev, N.I. Kiyashchenko and others) identify three main tasks that have their own variants for other scientists, but do not lose their main essence.

So, firstly, it is "the creation of a certain stock of elementary aesthetic knowledge and impressions, without which there can be no inclination, craving, interest in aesthetically significant objects and phenomena."

The essence of this task is to accumulate a diverse stock of sound, color and plastic impressions. The teacher must skillfully select, according to the specified parameters, such objects and phenomena that will meet our ideas about beauty. Thus, sensory-emotional experience will be formed. It also requires specific knowledge about nature, oneself, about the world of artistic values. "The versatility and richness of knowledge is the basis for the formation of broad interests, needs and abilities, which are manifested in the fact that their owner in all ways of life behaves like an aesthetically creative person," notes G.S. Labkovskaya.

The second task of aesthetic perception is "the formation, on the basis of the acquired knowledge, of such socio-psychological qualities of a person that provide the opportunity to emotionally experience and evaluate aesthetically significant objects and phenomena, to enjoy them."

This task indicates that it happens that children are interested, for example, in painting, only at the general educational level. They hurriedly look at the picture, try to remember the name, the artist, then turn to a new canvas. Nothing amazes them, does not make them stop and enjoy the perfection of the work.

B.T. Likhachev notes that "... such a cursory acquaintance with the masterpieces of art excludes one of the main elements of the aesthetic attitude - admiration." Closely related to aesthetic admiration is a general capacity for deep experience. “The emergence of a range of sublime feelings and deep spiritual pleasure from communicating with the beautiful; feelings of disgust when meeting with the ugly; sense of humor, sarcasm at the moment of contemplation of the comic; emotional upheaval, anger, fear, compassion, leading to emotional and spiritual purification resulting from the experience of the tragic - all these are signs of genuine aesthetic education, ”the same author notes.

A deep experience of aesthetic feeling is inseparable from the ability of aesthetic judgment, i.e. with an aesthetic assessment of the phenomena of art and life. A.K. Dremov defines aesthetic assessment as an assessment "based on certain aesthetic principles, on a deep understanding of the essence of the aesthetic, which involves analysis, the possibility of proof, argumentation." Compare with the definition of D.B. Likhachev. "Aesthetic judgment is a demonstrative, reasonable assessment of the phenomena of social life, art, nature." In our opinion, these definitions are similar. Thus, one of the components of this task is to form such qualities of the child that would allow him to give an independent, age-appropriate, critical assessment of any work, to express a judgment about it and his own mental state.

The third task of aesthetic perception is connected with the formation of creative ability. The main thing is to "develop such qualities as the needs and abilities of the individual, which turn the individual into an active creator, creator of aesthetic values, allow him not only to enjoy the beauty of the world, but also to transform it "according to the laws of beauty."

The essence of this task lies in the fact that the child must not only know beauty, be able to admire and appreciate it, but he must also actively participate in creating beauty in art, life, work, behavior, relationships. A.V. Lunacharsky emphasized that a person learns to fully understand beauty only when he himself takes part in its creative creation in art, work, and social life.

The tasks we have considered partially reflect the essence of aesthetic perception, however, we have considered only pedagogical approaches to this problem.

Each child develops thought in its own way, each is smart and talented in its own way. There is not a single child incapable, mediocre. It is important that this mind, this talent become the basis for success in learning, so that not a single student studies below his capabilities. Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity. It is very important that children are not given the obligatory task of learning letters, learning to read. The first step in the child's cognition should be raised by their mental life, which would be spiritualized by beauty, fantasy, and the play of the imagination. Children deeply remember what excited their feelings, fascinated by beauty.

The life experience of a child at various stages of his development is so limited that children do not soon learn to single out aesthetic phenomena proper from the general mass. The task of the teacher is to instill in the child the ability to enjoy life, develop aesthetic needs, interests, bring them to the level of aesthetic taste, and then the ideal.

Aesthetic education is important for the subsequent full development of the student's personality, who takes the first steps on the huge ladder of education. It is designed to develop artistic tastes, ennobles a person. One of the paths to the harmonious, all-round development of the personality, to the formation of the ability to perceive, the rule to evaluate and create beauty in life and in art lies through aesthetic education. It is much easier to retrain a person from one specialty to another than to achieve changes in the system of ideas about good and bad, about beautiful and ugly.

Primary school age is called the pinnacle of childhood. The child begins to lose his childish spontaneity in behavior, he has a different logic of thinking. Teaching for him is a significant activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests of the value of the child change. This is a period of positive change and transformation. Therefore, the level of achievements made by each child at this age stage is so important. If at this age the child does not feel the joy of learning, does not acquire the ability to learn, does not learn to make friends, does not gain confidence in himself, his abilities and capabilities, it will be much more difficult to do this in the future and will require immeasurably higher mental and physical costs.

The development in children of the ability to perceive, to understand the feelings of human spiritual moral beauty, simultaneously with the formation of their own aesthetic spirituality, is a complex, peculiar, unevenly flowing, dialectical, contradictory process that depends on specific conditions. Children of primary school age are more inclined to perceive and evaluate the external form, conspicuous harmony.

Thus, primary school age is a special age for the development of aesthetic perception, where the main role is played by the teacher. Taking advantage of this, skillful teachers are able not only to establish a solid foundation for an aesthetically developed personality, but also through the development of aesthetic perception in schoolchildren, to lay the true worldview of a person, because it is at this age that the child’s attitude to the world is formed and the essential aesthetic qualities of the future personality develop.

3Nature as a means of aesthetic perception in primary school age

It is difficult to imagine the aesthetic upbringing of children without involving nature as an assistant to the educator - this most natural source of beauty. Nature is not only a great teacher and a great educator. Nature better than anything enriches the child's psyche, improves his senses and aesthetic taste. Education of love for nature, the ability to feel its beauty and admire it is of great importance not only for the aesthetic development of children, but also for moral education, in particular, for awakening patriotic feelings in younger students, sensitivity to the environment, the need for work, contributes to physical hardening , as well as the expansion of mental horizons.

The ideas of aesthetic perception originated in ancient times. Ideas about the essence of aesthetic perception, its tasks, goals have changed since the time of Plato and Aristotle up to the present day. These changes in views were due to the development of aesthetics as a science and understanding of the essence of its subject. The term "aesthetics" comes from the Greek "aisteticos" (perceived by feeling). Materialist philosophers (D. Diderot and N. G. Chernyshevsky) believed that the object of aesthetics as a science is beauty.

This category formed the basis of the system of aesthetic perception. In our time, the problem of aesthetic perception, personality development, formation, its aesthetic culture is one of the most important tasks facing the school.

In the Concise Dictionary of Aesthetics, aesthetic perception is defined as "the ability to perceive, correctly understand, appreciate and create the beautiful and sublime in life and art." In both definitions, we are talking about the fact that aesthetic perception is the ability to perceive beauty in art and in life, correctly understand and evaluate it. In the first definition, unfortunately, the active or creative side of aesthetic perception is missed, and in the second definition it is emphasized that aesthetic perception should not be limited only to a contemplative task, it should also form the ability to create beauty in art and life.

D.B. Likhachev in his book "The Theory of Aesthetic Education of Schoolchildren" relies on the definition given by K. Marx: "Aesthetic perception is a purposeful creative process, as a result of which a creatively active personality of a child is formed, capable of perceiving and evaluating the beautiful, tragic, comic, ugly in life and art , to live and create "according to the laws of beauty". The author emphasizes the leading role of perception in the aesthetic development of the child. For example, the development of a child's aesthetic attitude to reality and art, as well as the development of his intellect, is possible as an uncontrollable, spontaneous and spontaneous process. Communicating with aesthetic phenomena of life and art, the child, one way or another, develops aesthetically.But at the same time, the child is not aware of the aesthetic essence of objects, and development is often due to the desire for entertainment, moreover, without outside interference, the child may develop misconceptions about life, values, ideals.

B.T. Likhachev, as well as many other teachers and psychologists, believes that only a targeted pedagogical aesthetic and educational impact, involving children in a variety of artistic creative activities, can develop their sensory sphere, provide a deep understanding of aesthetic phenomena, raise them to an understanding of the true art, the beauty of reality and the beautiful in the human person.

Nature cannot protect itself from a barbaric, selfish, indifferent, passive attitude towards it, from hostile human actions and interference in the course of natural processes that cause the death of many plants and animals. In a moral society, a law on the protection of nature has been formulated, which must be carried out by every citizen of the country. The younger generation is being prepared for its fulfillment by all the content and forms of our life, especially by the conditions of the unified teaching and upbringing process of the school.

The full effect will be achieved when ecological consciousness and behavior become an integral part of the general culture of a young person. Teachers and educators are faced with urgent tasks of improving the forms of educational and extracurricular activities of schoolchildren aimed at forming a culture of relations with nature in accordance with the requirements of our society. The holistic, comprehensive development of the student's personality at all age stages includes, in particular, the formation of harmonious relationships with the environment, the correct value orientations in relation to nature, as well as high activity in behavior, socially useful work, and creativity. All this is of great social importance in the future professional activities of school graduates.

The problem of forming an aesthetic attitude to nature is only one of the aspects of the complex education of the culture of the younger generation. But its solution involves such significant areas of educational work as the formation of a scientific and materialistic worldview in the educational process, the development of the treasures of national and world culture, the comprehension of the riches of native nature, mastering the ways of their multiplication, the creative transformation of the natural environment, natural materials, artistic and aesthetic activity. , making feasible labor participation in the preservation and support of the natural environment. The commonality of the positions of the authors of monographs is based on the recognition of a necessary and urgent task - to develop an aesthetic attitude to nature in children of all ages, in various forms, by pedagogically appropriate means, as an important quality of the personality of a modern schoolchild. It is necessary to combine the possibilities of the impact of the natural content of the educational and cognitive process and the development of the aesthetic properties of the cognitive material, the aesthetic orientation of the perception and development of art, reflecting the beauty and characteristic of natural phenomena, as well as the knowledge of human ideals of relationships with nature, the significance of the diverse spiritual and practical refraction of the spiritual and practical refraction of their own real contacts with nature and the impressions received in the subsequent activities of children, in their work. All this is the basis for the formation of a culture of relations with nature as a social value.

A pedagogically expedient combination of environmental education and upbringing with the influence of art, with the upbringing of an aesthetic vision of nature, a creative attitude towards it, will arouse in schoolchildren a sense of responsibility for the preservation of each of its objects and phenomena as a unique value and thereby contribute to the preservation of the natural environment. We need to work harder to protect nature. One of the conditions for the fight against violations of environmental standards (K. U. Chernenko) is the work of educating deep spiritual interests, respect for the preservation of nature, natural harmony and beauty among future workers of the national economy - today's schoolchildren.

The moral and aesthetic coloring of the motives of relations with nature increases the value of the environment for the individual, thereby creating a solid foundation for strengthening a careful, humane attitude to wildlife, to all natural elements. It is necessary to develop a sense of beauty, to form high aesthetic tastes, the ability to understand and appreciate works of art, the beauty and richness of native nature. At the same time, labor education is considered as the most important factor in the formation of the student's personality. Broad prospects are opening up for teachers in their creative search for ways and forms of educating a multifaceted responsible attitude to nature.

A large role in the aesthetic education of younger schoolchildren by means of nature belongs to the teaching staff of the school. They should be faced with the task of consistently, systematically, purposefully developing and improving the aesthetic tastes of children.

Primary schools solve specific tasks aimed at the aesthetic education of children: the development of the ability to feel and understand beauty in life and nature, respond emotionally to it, evaluate beauty, strive to the best of their ability to complement the beauty of the world around them.

V.M. Minaeva writes that primary school age is a stage in the formation of the foundations of a person's moral and ecological position, the manifestations of which have their own specifics on the three “growth stages” of this age period that we conditionally identified.

The basic level in the development of ecological education of a first-grader is the level acquired by him at preschool age.

The second stage of a child's development is associated with the acquisition of an environmentally oriented personal experience by him due to:

observations of various states of the environment, accompanied by explanations of the teacher in the lessons "World around";

initial assessments of people's activities (at the level of good - bad);

implementation of the rules of conduct proposed by the teacher; communication with representatives of the animal and plant world and emotional experiences on excursions;

aesthetic enjoyment of the beauty of nature and the creative embodiment of their impressions in oral stories, drawings; feeling the need for knowledge of environmental content;

careful attitude to used items, food, etc.;

monitoring the activities of adults to improve the environment and their own feasible participation in it.

V. I. Starostin writes that the indicators of environmental education of a child at the first and second stages of elementary school:

the child shows interest in the objects of the surrounding world, the living conditions of people, plants, animals, tries to assess their condition from the position of "good - bad";

willingly participates in environmentally oriented activities;

reacts emotionally when meeting with the beautiful and tries to convey his feelings in accessible forms of creativity (story, drawing, etc.);

tries to follow the rules of behavior on the street, in transport, while walking in the park, in the forest;

shows willingness to help people, animals, plants in need;

tries to control his behavior, actions, so as not to harm the environment.

At the third stage, which completes the period of primary school age, the child's personal experience is replenished with new content: an analysis of observations of the state of the environment and a feasible contribution to improving its condition; conscious compliance with the norms and rules of behavior in the environment; effective care for representatives of the animal and plant world; using the acquired knowledge, skills and abilities in environmentally oriented activities; the embodiment of their impressions of the world around them in various types of creativity.

In the lessons of the surrounding world, students are enriched with new aesthetic impressions, which is facilitated by a variety of teaching aids (pictures, films, filmstrips, etc.), which form images of territories, various objects of nature, develop in children an emotional susceptibility to beauty in general, beauty in nature and aesthetic perception of the environment.

To implement the tasks of developing the aesthetic perception of nature in elementary school, the following ways are used.

Constant connection with life, wide interdisciplinary connections.

Emphasis on tasks of a cognitive and creative nature, creative lessons.

Conducting any lesson at a high aesthetic level.

Studying the formulation of aesthetic education in primary school, most researchers note the insufficient level of aesthetic development and upbringing of younger students. One of the reasons for this phenomenon lies in the ineffective work of teachers, in the low level of their aesthetic culture. In this regard, the primary school teacher should know:

goals, objectives, principles of aesthetic education of younger students;

forms and methods of aesthetic education and upbringing of students;

aesthetic needs, tastes, interests of children;

patterns of psychological development of the child;

forms of aesthetic education of parents, conditions for the aesthetic development of children in the family;

works of cultural and art figures dedicated to children (children's storytellers, illustrators of children's books, animation directors, children's radio broadcasting and its presenters, composers, poets, writers who write for children, directors and screenwriters of children's films and fairy tales, etc.). d.);

a primary school teacher should know what his pupils are fond of, what they collect;

know the criteria for aesthetic education and upbringing of younger students.

Knowledge of nature has a profound effect on the comprehensive development of the child's perception. In the process of observation, the child includes all analyzers: visual - the child sees the size, color of the object under study; auditory - the child hears the sound of the wind, the splash of water in the river, the sound of raindrops, the rustle of leaves, the murmur of a stream. The taste allows you to subtly distinguish - the sweet taste of honey and the salty taste of sea water, the taste of spring water and meadow strawberries. The sense of touch is the child's second eye. Feeling the objects of nature, the child feels all the roughness of the bark of trees, grains of sand, scales of cones.

At the lessons of the surrounding world, the teacher not only informs the children of new information, but also clarifies and consolidates the knowledge they already have. The lessons of this topic should be built in such a way that in this process not only familiarization of children with the nature of their native land is carried out, but also the development of cognitive abilities (observation, thinking) and speech of children, enrichment of their vocabulary, education of interest and love for nature. For this, a variety of methods are used to observe natural objects, paintings, illustrations, didactic games, work with paintings, reading works of art, stories, conversations, etc.

Studying nature, observing objects and phenomena of the outside world, children compare them, try to make the simplest generalizations, think about the causes of the phenomena that occur. At the same time, their mind is trained in the analysis and synthesis of the information received, in the ability to find similarities and differences in objects and phenomena, in generalizing similarities. All this is of great importance for the development of mental abilities, especially the logical thinking of children and students. The great educator K.D.Ushinsky emphasized the need to use natural objects and phenomena in teaching, believing that children should not only understand what they read about nature, but also learn how to correctly consider natural objects, notice their differences and features. The teacher is obliged to teach children to observe first, then generalize their observations and draw conclusions. Ushinsky points out why he chose for the "Children's World" mainly objects from natural history, considering these objects the most convenient in order to accustom the child's mind to logic, which is the main goal of readings and stories. He considered the objects of nature "the most convenient in order to accustom the child's mind to logic ... the logic of nature is the most accessible and useful logic for children."

Thus, the main task in the development of aesthetic perception by means of nature is the awakening of an emotional attitude towards nature in children of primary school age. Emotional attitude to nature helps to make a child smarter, spiritually richer, more attentive. The best in the development of perception when communicating with nature are verbal and effective techniques that cause positive emotions and interest in natural phenomena.

Conclusions on Chapter I

The world around us in primary school is especially important because all children study and learn about the diverse world of nature. All of them observe, care for and protect nature, become her research, good friends, starting from the first year of study. The teacher's stories, excursions, observations of natural phenomena, feasible activities and creativity of children - all this awakens in children a feeling of love for their native nature, a desire to be her good friend. Works of art that reveal the world of nature in an artistic image will have a deep aesthetic impact on children.

Aesthetic perception is a holistic process of human experience of an aesthetic object, its qualities and properties. The basis of such perception is a direct emotional reaction, which results in the formation of an aesthetic feeling. Aesthetic feeling is a feeling formed under the influence of aesthetic perception, which concentrates in itself all the riches of the natural essence of a person: it represents all of his individual, social and spiritual experience.

Such perception is aimed at the overall development of the child, both in aesthetic terms and in spiritual, moral and intellectual terms. This is achieved by solving the following tasks: mastering the child with knowledge of artistic and aesthetic culture, developing the ability for artistic and aesthetic creativity and developing the aesthetic psychological qualities of a person, which are expressed by aesthetic perception.

The work on the development of aesthetic perception is built taking into account the emotional responsiveness, curiosity and, at the same time, the ability to acquire theoretical knowledge inherent in younger students. Its ecological orientation is determined by the ideas of the diversity and ecological integrity of nature, the unity of nature and man. The previous experience of living communication with nature gives the child the opportunity to more easily comprehend, emotionally perceive the story, poem, fairy tale, encourages him to express his attitude towards them. At the same time, the task is not only to familiarize the child with the near and far natural environment, but also to enrich his social experience, the experience of communicative interaction with others.

The main task in the aesthetic development by means of nature is the awakening in children of an emotional attitude towards it. Emotional attitude to nature helps to make a person higher, richer, more attentive. Nature is one of the factors influencing the development and formation of aesthetic feelings, it is an inexhaustible source of aesthetic impressions and emotional impact on a person. In people's lives, nature occupies a significant place, contributes to the formation and development of aesthetic feelings and tastes. Love for native nature is brought up from an early age. “It is at this time that it is necessary to instill in children a love for beauty, harmony, expediency, unity that reign in it.”

Aesthetic feelings are closely connected with moral ones. Love for the Motherland is a complex moral feeling, which is organically connected with the aesthetic feelings caused by communication with nature.

To love nature, one must know it, and in order to know, one must study it. In the process of knowing nature, aesthetic feelings and tastes are formed and developed. The perception of the aesthetic phenomena of nature and the experiences arising from this depend on the circle of ideas, meanings and the general development of a person.

Summing up, it can be noted that the richness and diversity of the content of the school course of the surrounding world contributes to the education, upbringing and development of younger students. Knowledge of the surrounding world serves as the basis for studying such disciplines as geography, biology, physics, and chemistry in high school. The material of the course is constantly used when students study other academic disciplines of elementary school: the Russian language, labor, mathematics, drawing, etc.

Chapter II. Experimental work on the development of aesthetic perception in the subject "World around"

1 Diagnosis of the level of aesthetic perception of nature by younger students

Experimental work to test the hypothesis consisted of ascertaining, forming and control stages of the experiment. The base of the study was the 2nd "c" class of the school NPSOSh No. 2 in Yakutsk. Class teacher Zykova Matrena Nikolaevna. The experiment involved 12 children in the form of an experimental group. The 2nd "b" class of the same school was involved as a control group.

The purpose of the experiment is to create conditions for the effective development of the process of aesthetic perception of younger students.

Objectives of the experimental study:

to acquaint and characterize the features of the aesthetic perception of children in the experimental and control groups;

to determine the main indicators of aesthetic perception in younger students;

conducting an experiment;

To determine the direction of work on the study of the main qualities of aesthetic perception in children of primary school age and determine its indicators, the following diagnostic methods were used:

• questioning;
• creative writing method;
• observation;
• conversation;
• quantitative analysis of research results;

Qualitative analysis of research results.

We used the technique of V.P. Anisimov "The study of the aesthetic orientations of the child" . Vladimir Petrovich is a professor at Tver State University, head of the Department of Preschool Pedagogy and Psychology, director of the Scientific and Educational Center for Art Pedagogy of Tver State University, candidate of pedagogical sciences, an art therapist, as well as a highly qualified child psychologist, Honorary Worker of Higher Professional Education of the Russian Federation.

This technique is aimed at identifying the aesthetic perception of the child - his aesthetic preferences, tastes (see Appendix 1).

1.Questionnaire to identify the components of children's aesthetic orientations

Criteria for assessing the level of aesthetic perception of children of primary school age:

low level - the absence or weakly expressed interest in the aesthetic side of nature. For example, such children do not like to read books about animals or do not know how to behave in nature;

middle level - expressed in the presence of interest in various types of aesthetic activity, but with a clear preference for the entertainment orientation of genres, without focusing on highly artistic (classical) standards. For example, a child every summer wants to go camping with his parents, but his goal is not to rest, but to chase a grasshopper;

high level - a clearly demonstrated demonstrated interest in various types of aesthetic activities and different genres. For example, a child is fond of reading books, drawing a landscape from nature, willingly and emotionally tells stories about his pets, describing them in great detail.

The results of identifying the components of the aesthetic orientations of children in both groups are presented in Table 1.

Table 1

Results of studying the components of aesthetic orientations of children in the experimental and control groups

GroupIndicatorsHighAverageLowExperimental-3070Control-3565

As can be seen from Table 1, the level of development of the components of aesthetic orientations of children in the experimental and control groups is approximately the same: there are no children in any group with a high level of aesthetic orientations, the average level is 30% in the experimental group and 35% in the control group.

As a result of comparing the answers received in the control and experimental classes, the following was revealed:

1.In the control class, children know the actual material about the world around them better, only one person answered that it is impossible to kindle a fire in nature (question 6). Although all students correctly answered this question. This suggests that more than half of the class, along with their parents, have a rest in nature. After all, fresh air is necessary for a young organism.

2.To the question: “What does nature teach?” (question 9) the answers in both the control and experimental classes are at the same level. Most answered that our nature teaches us to love and protect forests, plants and animals. Children at such an early age think about such serious things as preserving a green corner in the life of every inhabitant of our planet.

Also, in these two classes, a test was conducted that revealed children's knowledge about nature conservation, about the external features of animals and their habitat, about deciduous and coniferous plants (see Appendix 1).

The results of the ascertaining experiment are presented in table 2, diagram 1.

table 2

The results of the ascertaining experiment to identify the level of development of aesthetic perception in the lessons "The world around"

(amount of children)

Evaluation of resultsControl group (12 people)Experimental group (12 people)High level44Medium level67Low level21Correctly answered all questions01Correctly answered 6 questions66Correctly answered less than 698

As Table 2 shows, in the experimental group only 1 child has a low level of development of aesthetic perception, and in the control group - not a single child. When as 13 children have a low level of knowledge out of 24 students. And the remaining 8 students coped with the top five, although these works were not evaluated. Among these eight students was Alina Danilova. She not only answered questions, but also analyzed every detail. For example, to the expression “All available plants and animals of Russia are listed in the Red Book,” Alina gave the concept of what the Red Book is. Of all the subjects, I liked the answers of Danilova Alina. But I also want to note all the students of the experimental group, they worked very competently and harmoniously.

Diagram 1 clearly reflects the proportional relationship between the levels of development of the aesthetic perception of nature in children of primary school age in both groups.

Diagram 1

The level of development of aesthetic perception of nature in younger students

aesthetic perception of the schoolchild around the world

Summing up, we can conclude that children are quite familiar with the aesthetic perception of the world around them. They know what is necessary, to protect nature and what it consists of, what effect nature has on a person. Primary schoolchildren have a desire to protect nature, to do for it what they already know and can do. Therefore, in further work it is still necessary to teach them how to behave in nature, the rules that should be followed, to cultivate love for nature, the ability and desire to help her. After all, aesthetic perception is a purposeful creative process, as a result of which the formation of a creative active personality of a child takes place, capable of perceiving and evaluating the beautiful, tragic, ugly in life and art, living and creating “according to the laws of beauty”. Children of primary school age are characterized by a unique unity of knowledge and experiences, which allows us to talk about the possibility of forming in them a reliable foundation for a responsible attitude to nature.

At the second stage of the ascertaining experiment, the parents were questioned. Purpose: to reveal the role of the family in the development of the aesthetic perception of the child.

The parent questionnaire included the following questions:

)Do you think aesthetic education is important in the overall development of the child?

)Does your family have traditions of making music at home (singing, drawing or playing a musical instrument) in the presence of a child?

)Do you and your child attend any music events, art exhibitions, or special classes?

)What role do you attach to the aesthetic education of your child?

insignificant;

let him do it for the general development;

essential for the development of his abilities.

) What kind of music is most often played in your home: light entertaining, classical or “whatever you have to - according to the principle: it doesn’t really matter”?

) What kind of music do you prefer to listen to? Please name your favorite works, or performers, groups.

) Do you think your child loves music, painting, art? If so, which one does he prefer to listen to?

) How and in what exactly are the aesthetic interests of your child manifested?

) Do you think that your child appreciates and understands the beauty of nature?

) If you had the opportunity, would you pay more attention to developing your child's love for nature? What exactly would you like to do to achieve this?

Criteria for evaluating the answers of parents to a questionnaire aimed at studying the role of parents in the development of the child's aesthetic perception:

low level - open recognition of the insignificance of aesthetic development in the full-fledged upbringing of the child and a weakly expressed interest in aesthetics in general;

middle level - recognition of the role of aesthetic education in the development of the child, but ignorance of his aesthetic interests or lack of time and opportunities for the full implementation of his parental functions in the aesthetic education of the child;

high level - the experience of familiarization with aesthetics and the implementation of plans for the aesthetic development of the child.

Indicators of the effectiveness of the role of parents, identified during the processing of their answers to the questions of the questionnaire, aimed at studying the level of development of aesthetic perception of primary school students. The results identified by the results of the 2nd method are reflected in Table 3.

Table 3

The results of studying the level of development of aesthetic perception of children in the experimental and control groups according to the questionnaire of parents (%)

GroupIndicatorsHighAverageLowExperimental-4060Control103555

As can be seen from Table 3, the level of development of aesthetic perception of children in the experimental group is slightly lower than in the control group: if there are no children with a high level of aesthetic perception in the experimental group, then in the control group - 10%, the average level is 40% in the experimental group and 35% in the control group.

Based on the results of the ascertaining experiment, the following conclusions were made.

In the children of the experimental group, an insufficient level of aesthetic perception was revealed, since little attention is paid to the aesthetic development of children in the family and school.

The elementary school program notes that for the proper organization of work on the aesthetic education of younger students, it is advisable to outline its approximate content, to determine specific requirements that correspond to the general tasks of education for children of primary school age.

The purpose of the formative stage is to create effective conditions for the development of aesthetic perception of younger students in the lessons on familiarization with the outside world.

The lesson as a form of education has existed for more than 300 years. He firmly entered the system of work of the mass general education school. The variety of forms of presentation of educational material and the requirements for integrity, systematic thematic structuring are implemented through a three-stage technology for preparing a teacher for classes in the course "The World Around". Currently, “non-standard” forms of classes in natural science, new pedagogical technologies are being developed and tested, which allow organizing the research, creative activities of children, using the whole variety of methods and forms of independent, cognitive, practical and artistic and aesthetic work.

At the first stages, in the lessons on familiarization with the outside world, we used methods that analyze and correct the aesthetic value orientations, interests and needs that have developed among schoolchildren. Using the experience of observations and environmental activities, the teacher in the course of the conversation with the help of facts, figures, judgments evoked emotional reactions of students, sought to form their personal attitude to the problem.

At the stage of the formation of an aesthetic problem, methods that stimulate independent activity of students acquired a special role. Tasks and tasks were aimed at identifying contradictions in the interaction between man and nature. We stimulated the process of development of the aesthetic perception of the discussion, contributing to the manifestation of the personal attitude of students to the problems of aesthetic attitude to nature, acquaintance with real local natural conditions, and the search for ways to solve them.

At the stage of theoretical substantiation of ways to develop the aesthetic perception of nature, the teacher turned to the story, which allowed children to present the scientific foundations of nature conservation in broad and versatile relationships, taking into account factors of the global, regional, local levels. At the same time, the cognitive activity of students stimulated the modeling of aesthetic situations of moral choice, which generalized the experience of decision-making by students, formed value orientations, and developed the aesthetic interests and needs of schoolchildren. In addition, we have activated the student's need to express aesthetic feelings and experiences by creative means (drawing, story, poetry, etc.). Art made it possible to compensate for the predominant number of logical elements of knowledge. A synthetic approach to reality, characteristic of art, emotionality is especially important for the development of motives for an aesthetic attitude to nature.

The implementation of the tasks of developing aesthetic perception in the lessons on familiarization with the outside world required a revision of the forms and methods of teaching. The majority of teachers working in the primary grades prefer the methods, forms and teaching methods considered by N.A. Frolova and L.S. alum:

stimulating students to constantly replenish knowledge about the environment, for which role-playing games, conversations, student reports, quizzes are used in the classroom;

development of creative thinking, the ability to foresee the possible consequences of nature-forming human activity, for which methods are involved that ensure the formation of intellectual skills: analysis, synthesis, comparison, establishing cause-and-effect relationships, experience, laboratory work, conversation, observation - traditional methods;

the formation of research skills, abilities, abilities to make appropriate decisions and independently acquire new knowledge - a problematic approach to the learning process;

involvement of students in practical activities to solve environmental problems of local importance (identification of rare and endangered species, organization of an ecological trail, protection of nature - forest restoration, promotion of environmental knowledge: lectures, conversations, posters).

Role-playing games help to develop positive emotions in relation to nature. Lesson-game as a method of environmental education is a game specially organized by the teacher and introduced into the process of learning about nature and interacting with it. Such literary works as “Ryaba the Hen”, “Little Red Riding Hood”, “Doctor Aibolit”, etc. are suitable for the implementation of the goals of environmental education. In this case, the literary hero brought into the pedagogical process, a character with a certain character and form of expression, has decisive didactic tasks .

Students from an early age are capable of a worldview that helps students navigate the value principles. This is evidenced by the survey conducted among students "The World of Nature", where the guys answered the question: "What is Nature?"

The formation of aesthetic concepts among junior schoolchildren was carried out with the help of tasks, which it is advisable to give an ecological orientation. The tasks used in the lessons on familiarization with the surrounding world should reveal not only the connections of organisms with the environment, but also the value normative and practical activity aspects of a person's relationship to his native natural environment. As a result, students will more often be involved in independent search, learn to predict the consequences of behavior and activities in the environment, master practical skills, and participate in creative activities.

The system construction of tasks allows the child to see the specific habitats of living organisms - their houses and apartments, multilateral connections with the environment and among themselves, which allows the child to discover many aesthetic patterns.

Excursion lessons were a successful combination of gaming and cognitive activities of younger schoolchildren in the lessons on familiarization with the outside world. A variety of didactic games of a social or natural history orientation are used in a safe area - a forest path, the edge, in a public garden, a park: “Whose leaf?”, “Walk of smells”, “Good attitude towards nature” (to collect natural material).

At the same time, the teacher must carefully prepare for such an excursion and provide a detailed preparation plan:

Outline a topic, it is desirable that the name of the topic sounds emotional or problematic, which allows you to immediately interest students;

Immediately before the tour, a reminder of its purpose and venue, structure; communication of the rules of safe behavior on the ground;

Choose a place for the tour, visit there in advance, develop a route. Provide places for outdoor games, information, observations, collection of natural material, socially useful activities of students;

Clarify the content of educational and cognitive material, select game material, poems, riddles, quizzes;

Think over the methodology for conducting excursion classes;

Plan the organizational forms of students' activities (when and where to conduct mass and group observations), the implementation of socially useful deeds, distribute responsibilities between subgroups or individual students;

Think about what generalizations, conclusions students should be led to, how to evaluate their aesthetic perception, upbringing and discipline;

When the content and methodology of the excursion are finally clarified, the plan can be finalized.

The teacher offered the children to memorize a poem about nature before the excursion, using poems by I. Bunin, F. Tyutchev, S. Yesenin for this. On the tour, use the poems of the Yakut poets S. Danilov, I. Gogolev, the riddles of S. Marshak, E. Serova, R. Fedkin. Before the excursion, children were given various tasks to observe animals and plants in subgroups or individual students. It was necessary to pay great attention to increasing the cognitive activity of students on excursions. For this, didactic games were used, such as: “Recognize the tree by the leaf” or “What has changed?”, aimed at comparing what they saw and recalling what happened in memory. The success of an excursion to the forest mainly depends on the ability of the teacher to build his story, using the traces of animal life, describing the life of plants, studying the relationship in which plants and animals exist.

In our work on the development of aesthetic perception in the lessons on familiarization with the surrounding world among younger students, we used an unconventional lesson - the “Save Nature” holiday (Appendix 1).

In the experimental class, the children perceived the material with interest without signs of fatigue. Actively participated in the learning process. In subsequent conversations on the topic of the lesson, almost all the guys showed fairly deep knowledge. The students expressed their interest in holding such classes in the future.

The content of the course of acquaintance with the outside world in order to develop the aesthetic perception of students can be an organic ratio of the natural, humanitarian and artistic cycles. This allows us to approach the formation of the leading idea of ​​the program - the relationship of nature, man, society - in its integrity and from the standpoint of environmental issues. The topics of the lessons were planned in accordance with the concept of "Perspective Primary School", one of the main tasks of which is the formation of observation activities. Observation is a complex activity because it includes analysis and synthesis, comprehension and interpretation of the aesthetically perceived world around.

In order to form the moral and environmental culture of students, a set of measures is needed: to continue work to improve the content of curricula, taking into account moral and environmental issues in accordance with the content of education.

2. To expand and deepen all types of extracurricular activities of moral and environmental education - cognitive, labor, experimental, local history.

It is necessary to systematically study, generalize and disseminate the advanced experience of teachers in moral and environmental education, it is necessary to conduct special courses in environmental direction.

To intensify the participation of younger schoolchildren in a variety of experimental research, environmental activities, organize various environmental clubs, circles, etc.

2.3Results of experimental work

The effectiveness of the experimental work carried out was proved at the control stage, which was carried out according to the same methods as at the ascertaining stage.

The research conducted on a group of second-graders showed the following results.

Based on the answers to the test questions, it turned out that:

.Most of the class showed interest in conducting various tests, questionnaires and conversations;

.children like fun and extraordinary tasks;

.nature excursions are necessary for full development;

.The role of the family in the development of aesthetic perception is very important.

The results of identifying the components of the aesthetic orientations of children in both groups are presented in Table 4.

Table 4

Results of studying the components of aesthetic orientations of children at the control stage

GroupIndicatorsHighAverageLowExperimental40600Control-4060

The percentage of the experimental group is as follows: 40% have a high level of development of aesthetic perception, 60% - an average level, 0% - a low level.

In the process of testing of this kind, not only aesthetic, but also intellectual, moral, volitional qualities of the personality of the subjects develop, the outlook is manifested and improved, the inclinations and abilities of children are activated.

Diagram 2

As can be seen from Table 4 and Diagram 2, the level of development of the components of the aesthetic orientations of children in the experimental group became much higher than in the control group. After the formative stage, 40% of children with a high level of aesthetic orientations appeared in it, the average level was 60%, when, as in the control group, it increased only to 40% (from 35%).

At the second stage of the control experiment, a survey of parents was conducted to identify how the role of the family in the development of the child's aesthetic perception has changed after the formative work was carried out to develop the aesthetic perception of the world around in organized lessons to get acquainted with the world around.

Table 5 reflects the results of the parent survey.

Table 5

The results of studying the level of development of children's aesthetic perception at the control stage according to the data of the parents' survey

GroupIndicatorsHighAverageLowExperimental50500Control104050

Let's represent this table in the form of a diagram and in percentage:

Diagram 3

Thus, as a result of the conducted research, we have identified the levels of development of the aesthetic perception of nature by younger schoolchildren. As can be seen from Table 5 and Diagram 3, the level of development of the aesthetic perception of children in the experimental group became much higher than in the control group. In the experimental group of children with a high level of aesthetic perception of nature, after the formative stage, it increased.

In the control group - 10%, the average level in the experimental group - 50%, in the control group - 40%. A low level in children in the experimental group was not found, while in the control group it was 50%.

At the third stage of the control experiment, we also revealed elementary figurative representations of the child about the world around him and their habitat.

The results of the control experiment are presented in Table 6 below.

The results of the control experiment to identify the level of development of aesthetic perception in the lessons "The world around"

(amount of children)

Evaluation of the results Control group (12 people) Experimental group (12 people) High level 36 Average level 1010 Low level 6- Correctly answered all questions 410 Correctly answered 4 questions 810 Correctly answered less than 48-

Table 6 clearly reflects the proportional ratio of the levels of aesthetic perception in the lessons "World around" in both groups after the formative stage. It shows that the level of aesthetic perception in the children of the experimental group has increased significantly - by 60%.

Thus, the level of development of aesthetic perception revealed in the course of the study is well formed, because formative work was carried out on the basis of an integrated approach, much space was given to the observations and practical activities of children.

These studies fully confirmed the hypothesis that the development of the aesthetic perception of nature by younger students is achieved with the help of the subject "World around" i.e. creation of psychological and pedagogical conditions.

Conclusions on Chapter II

Thus, the level of development of aesthetic perception revealed in the course of the study is well formed, because formative work was carried out on the basis of an integrated approach, a lot of space was given to excursions, observations and practical activities of children, a variety of methods and forms of classes were used.

Experimental work to test the hypothesis consisted of ascertaining, forming and control stages of the experiment.

At the ascertaining stage, a survey was conducted in order to identify the level of development of the aesthetic perception of the surrounding world. After the formative stage, the level of aesthetic perception in children has increased significantly - by 50%.

From this it follows that aesthetic perception is a purposeful creative process, as a result of which the formation of a creative active personality of a child takes place.

Aesthetic perception of nature is facilitated by various types of lessons: "Lesson-holiday", "Lesson-game", "Lesson-excursion", psychological and pedagogical conditions.

Receptions, forms, methods of aesthetic education of children of primary school age in the lessons of the surrounding world contribute to a careful attitude to nature.

In the process of experimental work on the development of aesthetic perception of nature by schoolchildren and a responsible attitude to the natural environment, it was proved that the following conditions are necessary: ​​socio-pedagogical; natural. The moral and aesthetic coloring of the motives of relations with nature increases the value of the environment for the individual, thereby creating a solid foundation for strengthening a careful, humane attitude to wildlife, to all natural elements. These conditions contribute to the formation of environmental consciousness. Here, such mental qualities of a person as perception, imagination and feeling help to understand the world.

Aesthetic attitude to the environment is formed in a person almost throughout his life and especially intensively during school years. Success in solving the goals of aesthetic education and upbringing largely depends on the first stage of education - primary school, the foundations for the formation of a person's personality were laid, ensuring the effectiveness of further environmental education and education, which will contribute to the creation of a unified continuous system of formation and development of aesthetic culture in a person.

The program of aesthetic perception should include the careful attitude of children to nature, the disclosure of the aesthetic, cognitive, health-improving, practical significance of nature in people's lives.

Conclusion

The explanatory note to the primary education program notes the need to develop the following skills in children:

to see the beauty of nature, to be able to enjoy it (blue sky with white clouds, the color of butterflies is different, bright, the flowers smell good);

to perceive the beauty of sounds in nature: the babbling of a stream, the singing of birds, etc.;

notice the change of seasons in nature: delicate greenery in spring, bright colors of flowers in summer, golden leaves in autumn, whiteness of snow in winter, etc.

The modern structure of the Russian school presupposes the obligatory inclusion of a local history component in the content of the education of younger schoolchildren, since it is in elementary school that the foundations of cognitive interest in the world around us, in facts and phenomena of reality are laid, conditions are created for the development of creative thinking, moral feelings, strong convictions.

Knowledge of nature is an important basis for the development of a sense of kinship with nature, the formation of the moral qualities of a person, the ability to think on a large scale and foresee the possible consequences of human activity for the environment, health, and life of the people themselves. They are the starting point for developing the ability to use environmental principles in all areas of human activity in the interests of the rational development of society, as well as for educating aesthetic values ​​associated with the inevitability of a qualitatively new look at the needs and opportunities for the further development of civilization in accordance with the Agenda for the 21st century (Rio -de Janeiro, 1992).

For many years, in NPSOSh No. 2, junior schoolchildren have been introduced to the outside world through a system of training courses with an environmental focus by the author A.A. Pleshakov. This course allows children to form a holistic view of the world around them, about the place of a person in it. Some topics are given much broader than they are covered in the textbook, and since the 2009-2010 academic year, the experimental 2 "c" class has been involved in creative work to update the content of education through the introduction of methods for developing students' aesthetic attitude to the world around them, taking into account age characteristics and learning motivation .

As a result of our experimental work, we made the following recommendations.

Aesthetic education of younger schoolchildren in the lessons on familiarization with the outside world is a priority direction in the work of elementary school, carried out taking into account the age of students, with the ultimate goal of forming a moral and environmental culture;

The theoretical foundations of the aesthetic education of younger schoolchildren are sufficiently developed in the scientific and methodological literature;

Despite the revival of work on aesthetic education in schools in the lessons on familiarization with the outside world, its level, as a rule, remains quite low;

To systematize the work, a program of aesthetic education of younger schoolchildren is needed, which ensures the organization of cognitive, educational, entertaining, practical and research activities of students, the use and combination of non-traditional and traditional forms, active methods and methods of work, continuity and consistency in the presentation of the material;

The formation of aesthetic consciousness is the most important task of the school. This must be done in an intelligible and unobtrusive manner. This is helped by lessons on getting to know the outside world of an unconventional form: for example, lessons-holidays, excursions;

In the lessons on familiarization with the outside world, you can achieve what is impossible to achieve in other lessons: the active participation of students in the preparation of the lesson, the interest that the lesson goes well. Non-traditional lessons on getting to know the outside world, as a rule, are remembered for a long time by children, and of course, the material that was studied on them. Therefore, non-traditional forms of the lesson are especially important for the formation of aesthetic consciousness in younger students;

When conducting non-standard lessons, junior schoolchildren not only increased the level of moral and environmental knowledge, but also significantly changed the motivation for actions in nature, the aesthetic perception of the world around them, as well as the aesthetic interests of students;

Purposeful systematic work on aesthetic education contributes to a significant increase in the moral and environmental culture of younger students.

The preparation of the thesis convinced us of the great importance of further work aimed at improving the aesthetic culture of students in the primary grades. The purpose of studying the interaction of moral and aesthetic education is the formation of a person with a high level of environmental culture, combining moral and environmental knowledge and beliefs, a sustainable line of behavior and actions motivated by moral and environmental values.

Moral and environmental education and upbringing of students is carried out in class and extracurricular activities. Extracurricular work is more interesting for students with its free form, and classroom work carries more painful information. In order to interest students, lessons should be varied, interesting and exciting. In our pedagogical practice, we use various forms and methods of conducting a lesson. It is necessary that the children were not only listeners, but also took an active part in the lesson.

The didactic core of many lessons on getting to know the outside world is the activity of the students themselves, during which children observe, compare, classify, draw conclusions, find out patterns, learn to prepare messages from additional literature and write essays about plants, animals, minerals of the Republic of Sakha (Yakutia ). On an excursion to the republican museum of local lore, the children got acquainted with the life of the indigenous inhabitants of Yakutia, with the main geographical and climatic features of the republic, with animal and plant species and their significance in human life in the Far North.

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Elena Maikova
Formation in children of an aesthetic attitude to the world around.

aesthetic education is the organization of life and activity children contributing to the development aesthetic feelings of the child, formation ideas and knowledge about beauty in life and art, aesthetic assessments and aesthetic attitude to everything that us surrounds. Upbringing aesthetic attitude to the environment is a complex and lengthy process. It is concentrated in art, fiction, is inextricably linked with nature, social and labor activities, the life of people, their relationships. In order to understand beauty in art and life, a child needs to go a long way to accumulate elementary aesthetic impressions, visual and auditory sensations, a certain development of emotional and cognitive processes is necessary. One of these means is the art of music. The world of music for a child is a world of beautiful sounds, a world of joyful and happy experiences. In order for him to enter this world, it is necessary to develop in him the ability to perceive musical art. At a very early age, the baby highlights music from the noises around him picks up sounds. He carefully listens to the melody, concentrates, freezes for a while, listens, reacts with a smile, some movements. Older children are able to comprehend certain connections between phenomena, to make simple generalizations - to determine, for example, the nature of music, to name signs by which a piece played can be considered cheerful, joyful, calm or sad. They understand and requirements: how to sing songs of different character, how to move in a calm round dance or in a moving dance. For example: in dance we can imitate flowers, from a piece of music "Nutcracker".Musical compositions are selected taking into account the age group children and their interests. Listening to music, children learn to distinguish the nature of musical works, to feel the unity of poetic and musical expression. For a better perception of music, the teacher uses verbal explanations that indicate the connection of this composition with life phenomena. It is important, using a few words, to accurately and correctly convey the poetic characteristics of the images invested by the author of the work with the help of expressive means. In the process aesthetic perception, the child makes his first generalizations, comparisons and associations. The desire to know what the music tells about makes children listen to its sound and verses if it is a song, while capturing artistic images. Thus, musical aesthetic Education is an important part of the formation of the personality and development of the child. Supreme manifestation aesthetic human exploration of the world is an artistic activity. It affirms beauty in life. The task of art is to reveal the true, sometimes not conspicuous, beauty of a person, a phenomenon of nature, the creations of human hands. In visual activity, children acquire the skills and abilities to observe phenomena and objects. the world around, to peer into them, to see both the general properties inherent in many objects, and the characteristic, individual ones, which later helps them in depicting the observed. The content of knowledge about fine arts includes knowledge about book illustration, painting, sculpture, appliqué, folk arts and crafts, landscape, still life, portrait, etc. children are shaped knowledge of various expressive means of art. For example, before drawing a birch, we look at illustrations or make observations, then in another lesson, the children themselves begin to create a beautiful birch on paper. In subsequent lessons, this birch can be suggested to be drawn with felt-tip pens, crayons, to combine different materials, to use different methods of cutting with scissors, and also to be molded from plasticine and salt dough. Conducted an excursion in winter and spring in nature. Of course, nature is an important means aesthetic education. It is in her that children see harmony - the basis beauty: variety of colors, forms, sounds in their combination. Children admired how majestically in winter a birch under the snow. And in the spring, in order to observe the spring changes in the life of plants, they noticed how the leaves are colored bright green, and catkins appeared on the birch trees. Children also learn to consider works of fine art and analyze their content and expressive means, to distinguish between genres. Children are taught to understand what the artist wanted to tell with his painting or sculpture, what mood to convey, and also to express his attitude. The works of artists teach children to fantasize. Children begin "see" and "hear" something of their own in the work, they have a desire to depict something beautiful themselves. This is how creativity is born. For example, in the older group, considering and comparing the reproduction of paintings by I. I. Levitan and A. I. Kuindzhi, we draw attention children to the beauty of the summer landscape, the peculiarities of the color scheme, the mood, the pattern of the birch and other objects of nature. We teach children compare pictures written on the same topic, but differently: each artist found his own motive, his own means of expression. After we offer to draw your birch grove, what it is like for you will be: cheerful, sad, sunny, thoughtful. Children form an aesthetic education through art (in fairy tales, stories, poems, etc.). Children are capable of elementary aesthetic evaluation of the artistic image. Children notice the connection between the content of the work and its expressive and visual means. Children distinguish poetry from prose well, distinguish between some types and genres of works of literary creativity. (tale from story). Creative abilities are actively developing, children themselves come up with riddles, compose poems, fairy tales (about birch). Children, on the other hand, love everything beautiful - and this versatility aesthetic interests of the child finds its full expression in the universality aesthetic activity in children: they love to draw, and sing, and sculpt, and listen to fairy tales, play all instruments and dance. Nothing beautiful leaves him indifferent. Another characteristic feature of children's aesthetic life lies in its creative character: the child can never be limited aesthetic perception, he invariably strives for creativity, using all the means available to him. So way: aesthetic education contributes to the development of the child and the formation of his personality.

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Image Library:

Formation of an aesthetic attitude to the environment in the process of drawing in children of senior preschool age.

The idea of ​​humanization , as the leading idea of ​​modern education, requires attention to the aesthetic education of the individual - as a way to harmonize a person with himself, with his inner world and the outside world.

Aesthetic education based on art is of particular importance in the upbringing and education of children and adolescents. It is one of the key conditions for the development of a spiritual, moral, cultural personality based on artistic values, capable of understanding them and striving to preserve them through individual artistic and creative activity.

Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).

Research by A.M. Korshunov show that one of the priority means of forming an aesthetic attitude to the world in preschool children is the culture of aesthetic perception (cognition) of the world, which includes the formation of aesthetic taste, judgments, assessments, etc. and age-appropriate types of artistic and creative activities.In the process of perception of objects and phenomena of the surrounding world, the child has images, experiences, emotions that he can and wants to express in his activity. And visual activity, especially drawing, is precisely the most adequate, capable of satisfying this need of the child. In order to express their attitude to the observed object or phenomenon, the child needs means of expression that are adequate to his age and individual capabilities..

In the field of aesthetic education, the problem of the formation of a child's relationship to reality was developed by A.I. Burov, E.V. Kvyatkovsky, I B.T. Likhachev, A.A. Melik-Pashaev, B.M. Nemensky, B.P. Yusov, E.K. Yanakieva and others.

V.N. Shatskaya defines "aesthetic education as the education of the ability to purposefully perceive, feel and correctly understand and evaluate beauty in the surrounding reality - in nature, in social life, work, manifestations of art" .

In the Concise Dictionary of Aesthetics, aesthetic education is defined as "a system of measures aimed at developing and improving a person's ability to perceive, correctly understand, appreciate and create the beautiful and sublime in life and art" .

Aesthetic education should develop and improve in a person the ability to perceive beauty in art and in life, correctly understand and evaluate it.

A.A. Melik - Pashaev and Z.N. Novlyanskaya consider the aesthetic attitude as a complex of individual, selective connections of the child with various aesthetic qualities of the surrounding reality in art, nature, everyday life, and society [8, 76].

Consequently, this is not only the perception of the external side of the surrounding world, but also the perception of its internal state, mood, character.

Aesthetic attitude to the surrounding world is the ability to see beauty in the environment, to be able to distinguish between aesthetic categories.beautiful and ugly, characterizing phenomena from the point of view of their compliance or non-compliance with the aesthetic ideals established in society.

According to A.A. Adaskina, objectively beautiful is embodied in orderliness, proportion, harmony of parts, as well as in everything that affirms a person in life, expands the limits of manifestation of his higher feelings, which “generates a play of his physical and intellectual forces.” In the beautiful, through aesthetic forms, Good, Truth and Benefit are embodied.[ 1, 97].

The author believes that subjectively beautiful causes a person's emotional upsurge, spiritual pleasure, a sense of joy, inner freedom, generates the energy of empathy, emotional fusion with the object of aesthetic pleasure. The ugly usually acts as an antithesis to the beautiful, as the focus of the anti-aesthetic characteristics of being. Objectively ugly, as it were, encloses a person in the framework of his metaphysical (original, unchanging) sinfulness, diminishes the manifestations of the human in a person or directs his spiritual forces along the disastrous path of destruction and self-destruction, along the path of increasing world entropy. Subjectively, the ugly causes a bunch of negative emotional states up to disgust for the object of contemplation, for one or another natural or social environment, for oneself, in which the features of the ugly are revealed. .

A.A. Adaskina argues that in art the ugly can also be a source of aesthetic pleasure, which is based on the joy of recognizing reality, a sense of the artist's skill, a sharper perception (in contrast to the ugly) of the forms and ideals of beauty.

The humanistic attitude to the ugly is as follows: since there is ugliness in life, it can and must be shown, reproduced in art, even in exaggerated forms. But the highest principle of life harmony requires that through the ugly, through contradictions, contrasts, conflicts between the ugly and the beautiful, the beautiful is nevertheless affirmed.[ 1, 117].

According to A.P. Velik, the aesthetic attitude is considered by modern science as a unique emotional and valuable spiritual phenomenon, a universal way of human interaction, solving the problem of personal meaning and self-realization, with the outside world and culture. Aesthetic attitude is manifested and formed in aesthetic activity.

On this basis, a person's ability to aesthetic perception and experience, his aesthetic taste and idea of ​​the ideal are formed and developed. Education by beauty and through beauty forms not only the aesthetic and value orientation of the individual, but also develops the ability to be creative, to create aesthetic values ​​in the field of work, in everyday life, in actions and behavior, and, of course, in art. Beauty in life is both a means and a result of aesthetic education. It is concentrated in art, fiction, is inextricably linked with nature, social and labor activities, the life of people, their relationships. The system of aesthetic education as a whole uses all the aesthetic phenomena of reality. Particular importance is attached to the perception and understanding of beauty in labor activity, the development of a person's ability to bring beauty into the process and results of labor. The most important part of aesthetic education is artistic education, which uses the means of art as an educational impact, forming special abilities and developing talents in its certain types - visual, musical, vocal, choreographic, theatrical, arts and crafts, etc..

T.S. Komarova notes that increased attention to aesthetic education and the formation of creative abilities in children is the main way to humanize the pedagogical process, which creates an emotionally favorable environment for each child and ensures his spiritual development.

When revealing the theoretical positions of the tasks of aesthetic education, N.A. Vetlugina emphasizes the need to educate an aesthetic attitude in the adequate development of the child. A child's aesthetic attitude to the environment is a whole system of his individual, selective connections with the aesthetic qualities of the environment [4, 34].

The formation of aesthetic activity in preschool age occurs at all stages of the formation and development of the individual, starting from early childhood. Aesthetic activity with children involves the maximum disclosure of their individual abilities in various areas of children's artistic and compositional creativity by means of painting, drawing, sculpture or applied art. Children's creativity from an early age develops compositional thinking, forms the need for figurative representation and the ability to convey their feelings, emotions, sensations. It helps to create an expressive art form and figurative content in children's works.

Preschoolers, engaged in visual activity, in the process of creativity create various emotional and artistic images by means and techniques borrowed from acquaintance or study of the best examples of fine art works of art.

According to I.G. Belyavsky, the formation of an aesthetic attitude to reality among preschoolers allows them to develop their artistic and aesthetic taste, makes it possible to learn the true beauty of social aesthetic ideals. He believes that the originality of aesthetic perception is expressed in the full meaningful development of an aesthetic subject, the ability to cover the subject correctly, in all details, sharply and accurately, in emotional immediacy, enthusiasm that persists in the analysis of the perceived object.

Thus, the entire personality of a person is involved in the process of aesthetic perception.

The leading place in the artistic and aesthetic development of preschoolers is given to various types of visual activity, and above all to drawing. Drawing is perhaps the most interesting activity for preschool children. It is in the drawing that the child has the opportunity to convey the forms, colors, features of objects and phenomena.

Drawing is the most accessible form of artistic creativity for children. In addition, this is the very first species that is mastered by a little man. Drawing, the child shows his desire for knowledge of the world around him, and from the drawing, to a certain extent, you can find out the level of this knowledge. The more developed children's perception, observation, the wider the stock of their ideas, the more fully and accurately they reflect reality in their work, the richer, more expressive their drawings..

Mastering visual activity in kindergarten is of great importance for a child: a preschooler gets the opportunity to independently create a drawing, create a positive emotional mood, promotes the development of creativity, aesthetic sense, figurative representations and imagination. Visual activity allows children to express in drawings their idea of ​​the world around them, their understanding of it and their attitude towards it.

Creativity activates the learning process: initiative, independence and activity developing in the process of creativity encourage children to master knowledge, skills, skills, form their ability for self-learning and self-development. Children's drawing attracts the attention of the viewer with the individual attitude of the little author to the world around him.

This, in Firstly, sincerity, emotionality, direct expression of the child's thoughts and feelings. Usually it is not the form and methods that strike in a child's drawing, but the ability to use a minimum of means, to convey one's state.

Secondly, the content of the picture. The drawing of even the smallest child carries some content.

One of the most accessible means of expressiveness and conveying an aesthetic attitude to reality for a child is color. The use of bright, pure colors in a variety of combinations is inherent in preschoolers of all ages.

Consequently, the effectiveness of the implementation of aesthetic education in general and the development of artistic and creative abilities in particular, from our point of view, is determined by the interconnected use of all means of aesthetic education and various artistic and creative activities (game, visual, theatrical, artistic speech, music). The relevance of developing the problem of integration in relation to the aesthetic education of older preschool children is determined by the fact that integration allows you to combine the impressions of children, deepen and enrich the figurative content of children's creativity through the relationship of the figurative content of art and children's artistic activity.

Integration in the system of specially organized classes combines these tools and is therefore very relevant, because:

• integrated classes contribute to the deep penetration of children into the meaning of the word, the world of colors and sounds;
• helps the formation of competent oral speech, its development and enrichment;
• develops aesthetic taste, the ability to understand and appreciate works of art;
• affects the mental processes that are the basis for the formation of the artistic, creative and musical abilities of the child.

Thus, based on the foregoing, it must be remembered that the activities of older preschool children related to art should always be relaxed, saturated with joyful aspiration, creative imagination, and initiative. Consequently,it can be argued that the aesthetic attitude of children to the world around them is an urgent problem today. It is through acquaintance with the surrounding world of activity that the child develops, learns the world and communicates with peers.

Bibliography

1.Adaskina, A.A. The specifics of artistic imagination[Text] / A.A. Adaskin - St. Petersburg: Soyuz, 2007.

2.Belyavsky, I.G. Problems of aesthetics in psychology[Text] / I.G. Belyavsky - M.: Nauka, 2013.

3.Great A.P. The system of aesthetic education growing up generations: (Some methodological issues aesthetic education of preschoolers and primary schoolchildren)[Text] / A.P. Great - Kazan, Publishing House of Kazan University, 2006.

4. Vetlugina, N.A. Artistic creativity and the child[Text] / ON THE. Vetlugin - M., Pedagogy, 2002

5. Concise Dictionary of Aesthetics[Text]; ed. M. Ovsyannikov a - M., Education, 2003

6. Komarova, T.S. Children in the world of creativity[Text] / T.S. Komarova - M., 2005.

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8. Melik-Pashaev, A.A. Steps to creativity.[Text] / A.A. Melik-Pashaev, Z.N. Novlyanskaya. - M., 2010.

9. Shatskaya, V.N. Aesthetic education of children in the family[Text] / V.N. Shatskaya - M., 2010.

Throughout the history of teachings about aesthetics and beauty, there have been many different theories of the emergence of aesthetic perception and understanding of something in a person. Some ancients believed that this was a gift from God, while Charles Darwin believed that the sense of beauty was transmitted to us directly from animals. In his beliefs, he relied on many observations of animals that he made throughout his life. However, I think it cannot be argued that the ability to perceive the world and everything around us aesthetically inherited from our animal ancestors.

First, let's figure out what "aesthetic perception of the world" is. Aesthetic perception of the world, in my understanding, is an absolutely conscious process of creating and shaping a person's aesthetic attitude to the world around him and reality, which has developed along with humanity.

I believe that it cannot be argued that a person has unconsciously acquired the ability to aesthetic perception of the world and its material and spiritual environment. After all, we can observe and trace from the earliest civilizations to the present time how people's understanding of beauty has developed and formed, how their tastes and preferences have changed.

Over time, aesthetic perception in the general masses has changed. If we take, for example, ancient Greece and antiquity in general, we will see that beauty was expressed in various great architectural structures, sculptures. The ancient Greeks also found the human body itself aesthetic and beautiful, it was considered the crown of the Lord's creation. In fact, almost the entire focus of antiquity was on the cult of the human body and its deification. Almost and completely naked bodies were depicted in the form of sculptures, paintings, frescoes, which have survived to this day.

Moreover, even in more ancient civilizations they understood aesthetics in their own way, and people of that time had their own aesthetic attitude to the world, albeit peculiar, as by the standards of modern people. People had a peculiar worldview, taking into account their religious culture and environment. The ancient Egyptians left us such great objects, at the sight of which many feel aesthetic pleasure.

These are the ancient Egyptian pyramids, the sphinx, wall hieroglyphs and various decorations. Most of all I like the majestic sphinx. Sphinxes in Egyptian culture were depicted in the form of an animal (more often it was the body of a lion), with a human head.

In some cases, instead of human heads, they could build a sphinx with a falcon's head, and in even more rare cases, a ram's head is found. The word "sphinx" is translated as "strangler". This name was not chosen by chance, because the sphinxes had a sacred mission - they protected the pharaohs in the afterlife. In fact, the culture of ancient Egypt is very interesting and fascinating. Also, the incredible number of unusual gods is simply breathtaking.

But moving from ancient Egypt and antiquity to the Middle Ages, we see a stop and an incredible regression in terms of culture and the creation of aesthetic objects. The reason for all this, for the most part, is the arrival of the church to absolute power and universal control of the population. The church forbade the development of culture, the creation of paintings, sculptures, and almost everything that can be attributed to the aesthetic perception of the world among people of that time.

In fact, almost the only objects for aesthetic perception were the great cathedrals and temples from the Middle Ages. A lot of effort and money was devoted to the construction of cathedrals and temples, which paid off. Now we can enjoy various architectural constructions of that time, which, like an echo, allow us to feel and imagine the life and environment of people during the Middle Ages.

But the gray era of the Middle Ages is being replaced by the era of rebirth, or renaissance. It takes a relatively short period of time and, in part, returns the era of antiquity. The Church, subjected to constant criticism, recedes into the background, humanism, the cult of the human body, is again gaining immense popularity. The most prominent representatives of the Renaissance were such outstanding people as: Leonardo da Vinci, Raphael, William Shakespeare and many others who made a huge contribution to culture.

As we can see, humanity has been creating objects of aesthetic pleasure since ancient times. Over time, art has changed and taken on different currents and directions. But as before, there is no single object of art that would cause aesthetic pleasure in all people in the same way. After all, each person forms during his life his own specific tastes, views, in the end, his personal understanding and awareness of aesthetics and beauty.

The formation of tastes and views is influenced by a lot of factors, such as: upbringing, social environment from which views and tastes for certain things originate, which, in turn, are embodied in a personal and unique understanding and attitude towards the aesthetic.

Someone finds something beautiful in some types of music that few people appreciate, some in other exotic things, but in general terms this art direction is called “art house”. It means that it is aimed at a specific audience of people. There are an incredible number of different variations of the aesthetic and beautiful, but, in the end, each person finds something beautiful for himself.

Supervisor: Associate Professor of the Department of Pedagogy Levchenko Natalya Valerievna

According to the Federal State Educational Standard of October 17, 2013 N 1155, artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.). Design in the Federal State Educational Standard is defined as a component of the mandatory part of the program, an activity that contributes to the development of research and creative activity of children, as well as the ability to observe and experiment.

The problem of the development of constructive-model activity in preschool age was specially studied by A.R. Luria. He concluded that model building exercises do have a significant impact on the development of the child, radically changing the nature of constructive activity. This idea was supported and developed in experimental studies by L.A. Wenger. He pointed out that constructive activity itself is of a modeling nature and directly involves children in the practice of active independent construction of visual models of the objective world. By creating buildings, children learn to understand the signs of objects in the real world. The use of graphic modeling in design allows you to include the child in independent creative activity. This is evidenced by the results of psychological research by A.R. Luria, L.A. Wenger and others.

Children's design is an effective activity of preschoolers by means of which children model the constructions of various objects. In the process of getting acquainted with the modeling of various buildings, the child begins to realize that each object can carry an artistic image, and the imagination develops accordingly. For example, the "Snow Queen's Palace" has sharp peaks because she is evil, lives in the realm of cold, etc. or "Space Station" is a number of buildings for the training of astronauts and their places of residence.

To form an aesthetic perception of the world around is an important task facing the teacher. One of the ways that contribute to the solution of this problem is artistic design, which allows you to fill the object with content, convenience, harmony, beauty. Figurines for games (plot, theatrical), literary characters, vehicles, crafts for decorating the interior, etc. can act as an artistic and aesthetic product. A child is able to master artistic design quite early, but this process also requires figurative thinking, developed aesthetic taste and imagination.

Artistic design includes: design from flat elements of the designer, from paper, natural material.

In the process of learning artistic design, it is important to learn how to arrange the building symmetrically and beautifully, and choose the right color. Artistic design is not only modeling the structure of a constructed object, but also creating an artistic image, considering the aesthetics of an object. At the same time, “pushing” the child to self-expression using not only symbolic, but also symbolic means is of higher importance.

Constructive activity is a practical basis aimed at obtaining a specific, pre-conceived real product that corresponds to its functional purpose. Designing has extremely wide possibilities for mental, moral, aesthetic, labor education.

In artistic design classes, the methodology is built in the context of different types of activity and is actively included in the holistic educational process (in familiarization with the outside world, in the formation of mathematical concepts, etc.) and consists of a practical, visual and verbal method. At the same time, the methodology for conducting classes includes the following steps:

• Preliminary - collection of the necessary information through the study of literature, additional material; development of the course of the lesson (goals, motivation, surprise moment, physical minutes, games, accessories for activities, etc.).
• Organizational - conducting a lesson, which consists of an introductory part: a preliminary conversation, looking at pictures, demonstrations, explanations, etc. and the main one, which includes a surprise moment, artistic design, a physical minute (it can be accompanied by musical accompaniment, attract fairy-tale characters in the face of other teachers).
• The final one is summing up, analyzing the most successful works of children, creating exhibitions of children's creativity.

The older the children, the wider the range of their ideas, reflected in designs, buildings, crafts. The child learns from experience the structural properties of parts, the possibilities of their fastening, combination, design. At the same time, as a designer, he creates, learning the laws of harmony and beauty. Children who are fond of designing are distinguished by a rich imagination and imagination, an active desire for creative activity, a desire to experiment, invent; they have developed spatial, logical, mathematical, associative thinking, memory, which is the basis of intellectual development and an indicator of readiness for school.

In the preparatory group, design is not given according to the model of the building by the educator in order to accurately reproduce it. The design remains relevant for the formation of samples according to the conditions and according to the plan.

Great importance must be given to the selection of educational material that stimulates the development of children's mental and creative abilities, the use of various technical means: computer training with design and modeling programs, independent use of overhead projectors, video, audio players, cameras, karaoke, etc. It is important to use in working with children traditions of folk pedagogy: folk educational games, folklore, folk arts and crafts. Use excursions in pedagogical activities, on which, observing children, they are enriched with impressions. For example, if possible, it is desirable to monitor the construction of a building, the movement of trains, admire the movement of small boats, etc. All means of visual information allow enriching the experience of children with impressions, ideas and knowledge. All the knowledge gained can be applied in the classroom, which are organized in various ways. For example, move tables by two, in the middle put everything you need for work based on each child sitting at the table. The teacher gives the task, discusses the upcoming work with the children, after which the children take what they need at the moment for work and proceed to its implementation. A positive indicator will be the development in a preschool institution of an office for artistic and technical creativity, equipped with everything necessary for organizing work, in which you can take turns bringing the entire group of children both to classes and for free creative activity.

On walks, collecting natural material for artistic design, decoration (leaves, cones, twigs, bark, etc.), the child learns to see beauty in surrounding objects. The foundations of careful handling of nature are being laid, since all surrounding objects can carry a semantic and value aspect. The nature around us pleases with an abundance of colors and shapes. Every season is rich in its natural gifts, from bright green blades of grass and flower petals to the rich fruits of autumn and dry, seemingly inconspicuous plants that we consider weeds. The beauty of nature becomes a participant in children's games: children collect flowers and weave wreaths from them, make bouquets, distribute petals on large flowers in a new way, etc. If they find a large leaf of burdock, it immediately turns into an umbrella that protects them from the sun . Silky corn fibers become wavy “fairy hair”, burdock fruits serve as material for making interesting crafts and toys. Hearing the sounds that arise when dry reeds are rubbed, children make various instruments (violins, pipes, etc.). However, toys made from fresh natural materials are short-lived; crafts made from dry fruits are more durable, but they soon break. But this is not so significant. The main thing is that nature is rich in material that children can use in artistic design and play. The value of such games lies in the fact that the child draws inspiration directly from nature and creates unique things that delight the eye with their beauty. Children see beauty and harmony in natural materials; in addition, they learn the characteristic features of materials.

In a winter walk, construction from snow allows you to create any artistic image: be it a snowman or a submarine with symmetrical windows. Further, you can paint these portholes with gouache and turn the walk into an “underwater dive”. Children willingly participate in such "immersions".

Artistic paper design is also a way of forming an attitude to the outside world in the way that it repeats life, displays its different sides. Artistic construction from pieces of fabric, boxes, etc., has similar possibilities, where children visually transforming these objects into artistic compositions (puppet theater, Baba Yaga's house) learn to see how surrounding objects acquire value, an artistic image.

At preschool age, the fundamental components of the formation of personality are laid. In this case, artistic design plays a significant role. Properly organized classes help to form creativity, imagination, artistic imagery. There is a development of children's communication skills, since the creation of thematic compositions requires the participation of several people, a team. It is also important that design and modeling classes allow organizing leisure activities for preschool children both at home and in preschool educational institutions. Today, society needs socially active, independent and creative people capable of self-realization. Artistic design contributes to the formation of these skills. There is a creation of children's ideas about the creative work of people of creative and other professions related to the creation of artistic and material values, a steady interest in artistic design is formed, the ability to harmoniously combine elements in structures and products, analytical abilities, and creative activity develop. An important factor is the formation of artistic and aesthetic taste, which affects the attitude to the world around, since reality is known to children through the prism of the acquired knowledge and skills.

The aesthetic attitude to the surrounding world through artistic design is manifested in the child in the contemplation of the beautiful, careful handling of nature, accuracy in everyday life. The child begins to realize that he is a creator and can change the world around him. These abilities play an important role in the development of a person who begins to perceive himself as part of the world around him.

Bibliographic list

1. Federal State Educational Standard for Preschool Education (Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 N 1155) -18с
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3. Kutsakova, L.V. Construction from building material: Preparatory group for school - M.: MOSAIC-SYNTHESIS, 2014.-64 p.
4. Ishmakova, M.S. Designing in preschool education in the context of the introduction of the Federal State Educational Standard: a guide for teachers -. M .: Ed. - Polygraph Center "Mask", 2013.-100 p.
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