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Art pedagogy in preschool education: opportunities and challenges - Coggle…
Art pedagogy in preschool education: opportunities and challenges
Problems of using art pedagogy in preschool education
Organizing the educational process on the basis of a certain educational program, teachers often use either localization or status differentiation of the tasks forchildren creative development through art pedagogy.
The problem of professional teachers’readiness of preschool educational organizations is associated with a number of reasons of a targeted, substantive and technological nature.
Such opportunities for art pedagogy are in demand and extremely interesting in the educational process, but the content of art pedagogy is focused on the world of feelings, values, cultural ways and means of expression and building social relations, and not just on the developmentof certain technical skills.
The activities of experienced teachers are dominated by stereotypes and patterns of visual activity, standards and typical forms as an indispensable component and an indicator of the effectiveness of children's work.
Teachers of the younger generation have a desire to search for means and methods of creative activity, but lack of special skills necessary for the effective use of non-traditional techniques.
The problem of the parents’attitude to the use of art pedagogy for thedevelopment and upbringing of children is associated with existing attitudes and parental positions. Modern parents strive for their children to be healthy, successful, and smart.
Most parents perceive the activities within the framework of art pedagogy as entertainment, an additional leisure activity for the child, and a convenient pastime.
The creative development of the child is welcomed and supported by many parents, but is not a priority in the age of information technology and social claims.
The problem associated with the development of children in pre-school childhood through art pedagogy is due to the existing contradiction between the needs of the modern child and the opportunities that are presented in his living and educational space.
The problem of creating the necessary conditions, in particular a developing subject-spatial environment, is associated not only with filling this environment with the necessary equipment and materials, but with understanding and realizing the potential capabilities of the environment to stimulate and enhance the creative manifestations of children.
The possibilities of art pedagogy
The motivation and interest of teachers in the possibilities of art pedagogy can be activated by their participation in conferences, thematic workshops, master-classes, and trainings. The experience of contact with art pedagogy can be a factor in professional incentives to master the specifics of such an educational resource
Interaction with parents is one of the traditional and core activities of preschool educational organizations. Attracting parents to consider and solve important educational problems is carried out in various formats. The use of the possibilities of art pedagogy for the development of children, in our opinion, will be effective provided that the parents themselves are actively involved in creative activity.
The traditional forms of teacher training -professional retraining programs, continuing education programs, and short-term thematic programs -allow you to expand educators' views, introduce them to modern achievements of pedagogical science, and best practices.
The use of art pedagogy in working with children allows teachers and parents not only to organize pastime, but also to create favorable conditions for individual development, manifestation of abilities,social advancement.The child feels himself a creator, the creator of something unusual and beautiful. The development of imagination, the accumulation of experience in creative activity, the use of various materials,and developmentof ways and means of self-expression is ensured by the inclusion of the child in various types of artistic and aesthetic activities, taking into account his interests.
The transformation of the developing subject-spatial environment in preschool educational organizations, in our opinion, is associated with pedagogical design, which allows us to rationally use existing resources and take into account specific opportunities for predicting the achievement of results. The subject-spatial environment as an important condition for life support can be filled with signs and symbols that will allow the child to make discoveries every day.
The practice of preparing teachers and parents for the implementation of the Reggio approach
A free creative environment was organized and creative provocations were prepared: in the center of the space there was a table with a large number of various materials (ribbons, threads, beads, colored cardboard, clippings from magazines, etc.), and on the interactive board there was a slide show with a demonstration of reproductions of famous works of art made using non-traditional materials.
The Reggio approach as part of the art-pedagogical direction of the preschool educational organization activities, a short-term project was implemented to train preschool teachers and parents.
The desire to use similar technologies in their teaching practice was noted. It seems to us that such a practice of attracting adults to the forms of work used in Reggio pedagogy can be a significant impetus in the development of art pedagogy in the system of preschool education.
Reggio approach in line with art pedagogy
Moreover, parents in the Reggio approach act as full-fledged participants in the educational process, partners who build a learning strategy together with children and teachers.
L. Malaguzzi believed that children from birth “speak” hundreds of languages -painting, modeling, dramatization, dance and much more -and the task of adults is not to drown out all these languages and give them only one -speech, but to learn how to combine them and find in them, ultimately yourself, your way.
The creator of Reggio pedagogy can be considered a psychologist and teacher Loris Malaguzzi. The key idea of L.Malaguzzi, which formed the basis of Reggio pedagogy, is that every child is born capable and open to any knowledge and experience.