Арт-педагогіка в контексті наступності дошкільної та початкової освіти: перспективи та творчий потенціал

Abstract

У статті висвітлено актуальні проблеми мистецької педагогіки. На основі емпіричного дослідження представлено педагогічний потенціал і перспективи методів і форм арт-педагогіки в контексті наступності дошкільної та початкової освіти, виділено та узагальнено ключові підходи щодо характеристики цього феномену в сучасних психолого-педагогічних дослідженнях. Визначено сутність арт-педагогіки, як особливого напряму в педагогіці,та умови,за допомогою яких навчання, виховання й розвиток дитини відбувається на основі мистецтва. З'ясовано особливу роль педагога в процесі застосування педагогічно-корекційного потенціалу арт-терапії та педагогіки мистецтва в естетичному вихованні дітей дошкільного та молодшого шкільного віку. Означено низку чинників, що впливають на формування позитивної динаміки розвитку творчих здібностей та уяви в дошкільному віці

The article highlights the current problems of art pedagogy and presents the pedagogical potential and prospects of art pedagogy in the context of the continuity of reschool and primary education, highlights and summarizes key approaches to the characteristics of this phenomenon in modern psychological and pedagogical research. The essence of art pedagogy as a special direction in pedagogy with the help of which education, upbringing and development of a child takes place on the basis of art is determined. Attention is drawn to the special role of the teacher in the process of applying the pedagogical and corrective potential of art therapy and art pedagogy in the aesthetic education of children of preschool and primary school age. It was determined that the positive dynamics of the development of creative imagination in preschool age directly depends on the creative interaction of the teacher, child and parents. One of the examples of innovative pedagogical direction is art pedagogy. Art pedagogy іs an innovative technology, which is a special direction in pedagogy, with the help of which the process of learning, upbringing and development of a child's personality takes place on the basis of the use of art during the teaching of any discipline. This branch of knowledge involves the development of new concepts of education and upbringing, the creative interaction of the teacher, student and parents, solving the problem of the specifics of the psychological and pedagogical conditions for the development of the creative imagination of preschool children. Art pedagogy is a synthesis of two important branches of scientific knowledge, art and pedagogy, which consistently ensures the development of the theory and practice of the pedagogical process, in particular, the creative development of children thanks to artistic and creative activities: visual, musical, artistic and speech, theatrical and game. The general goals of art pedagogy are the search, development and implementation of effective means, methods and technologies that will positively influence and contribute to a more qualitative and effective process of education and upbringing. Thus, the analysis of general scientific approaches to the characteristics of the application of art therapy technologies in art pedagogy allows us to assert that art creatively develops personality, expands the general and artistic horizons, and realizes the cognitive interests of children. Art, as a form of social consciousness that accumulates and cultivates a system of worldviews and value orientations of humanity, is a unique means of influencing a person. For thousands of years, there have been scientific discussions about its role in the formation of a creative, artistic and intellectual personality. As a specific artistic form of reflecting the world, art has repeatedly acted as a means of harmonizing a person's state of mind