Літературна освіта дітей дошкільного та молодшого шкільного віку в контексті естетичного виховання

Abstract

У статті розкрито особливості естетичного виховання дітей старшого дошкільного та молодшого шкільного віку під час опрацювання творів художньої літератури. Автори переконані, що естетичне виховання дітей на заняттях художньої літератури та літературного читання в закладах дошкільної освіти та початковій школі буде ефективнішим, якщо враховувати літературознавчі аспекти творів, використовувати різні підходи до аналізу художніх текстів та систему творчих завдань. Визначено, що врахування специфіки літератури як мистецтва слова сприятиме формуванню естетичної культури дітей.The article reveals the peculiarities of aesthetic upbringing of children of preschool and primary school age in the process of work with pieces of fiction literature. It is determined that literature as the word art satisfies the child’s natural need in emotional experiences, creates preconditions for personality expression. In order to succeed in aesthetic upbringing, it is necessary to use the whole set of means that provide literature influence on the child’s feelings. Communicative activities should not only comply with the laws of aesthetics, but also be a source of human aesthetic feelings. In pre- and primary schools, it is possible to develop only the initial ideas about the figurative composition of the word, understanding its aesthetic features. For this purpose, while class and extracurricular activities it is appropriate to provide conversations, mini-concerts, creative hours dedicated to the word using. It is proved that the formation of the ability to analyze a piece of work of fiction literature aims at teaching children by special system of techniques to perceive a piece of work of fiction literature as an art, to enrich their emotional-aesthetic experience, to draw attention to the beauty of word creativity. Discovering the world through a language, by means of immersion into the content of new words, with the help of children’s experiences and sensations, becoming acquainted with pieces of work of fiction literature, children acquire multifaceted impressions that affect their sense sphere, aesthetic preferences, tastes, needs, and forms aesthetic attitude to environment. It is convinced that the aesthetic upbringing of primary school students at the lessons of fiction literature and literary reading in pre- and primary schools will be more effective if literary aspects of pieces of work are taken into consideration, and different approaches to the analysis of literary texts and the system of creative tasks are provided. Thus, taking into account the specifics of fiction literature as a word art will contribute to the formation of aesthetic culture of children.