FINE ART ACTIVITY IN ENGLISH CLASSES FOR PRESCHOOLERS

Abstract. The development of the creative abilities of a child must begin in childhood. Visual activity in this matter is multifaceted. It allows us to develop, modify, test various methods for the formation of creative thinking in the educational process, including preschool. In recent years, there has been a significant reappraisal of the role of the subject “foreign language” in the content of education, including preschool. For preschoolers, of particular importance is not only the process of mastering a foreign language but also, to a large extent, their development and education as subjects of educational activity. The selection of content is made taking into account the communicative and sociocultural approaches to teaching a foreign language. It is based on the principles of early learning a foreign language and is determined by the humanistic nature of the training. It assumes an orientation towards the development of the child’s personality and his work. Scientists, teachers, and psychologists consider creativity as the creation by a person of an objectively and subjectively new one. Subjective novelty is the result of the creative activity of preschool children. With its help, creative abilities are formed; morality is brought up, the habit of work is instilled, the work of mental functions improves. Therefore, visual activity as a means of developing creative skills is considered one of the most effective.

The article reveals the meaning of children’s visual activity, describing its impact on the development of a child’s personality. The advantages, types of fine art are described, the research of scientists is described (L. S. Vygotsky, L. A. Wenger, E. A. Flerina, Y. A. Bashilov, N. I. Tkachenko, K. M. Lepilov, E. V Razgraev, and others, psychologists K. N. Kornilov, I. L. Ermakov.) Claiming that drawing and other forms of art in childhood positively affect the development of intellectual, emotional, motor, and other abilities of the child. They contribute to increasing motivation for learning and contributes to the gradual development of the foundations of foreign language communicative competence. The methods and techniques of aesthetic education are given, as well as examples of working with various materials and in various art techniques.

Keywords: drawing, art, English, child development, creativity, lesson

Ekaterina M. Kosheleva

Institute of Foreign Languages
Peoples’ Friendship University of Russia Moscow, Russia
e-mail: gal4242@yandex.ru

Altshuller, G.S. 2004. Creativity as an exact science. Theory of inventive problem solving. Scandinavia, Petrozavodsk, 203 pp. Beloskova, S. 2013. Collective compositions using different techniques: Preschool education. School pedagogy, Moscow, 65 pp.

Gin, S.I. 2008. Classes of the theory of solving inventive problems in kindergarten. IVT Minfin, Minsk, 112 pp.

Kazakova, R.G. 2008. Drawing lessons with preschoolers. Unconventional techniques. Sphere, Moscow, 128 pp. Komarova, T.S. 2005. Children’s Artistic Work: A Toolkit for teaches. Mosaic-Synthesis, Moscow, 160 pp.

Lykova, I.A. 2010. Didactic games and classes. Integration of artistic and cognitive activities. Karapuz, Moscow, 144 pp. Novikovskaya, O.A. 2007. Mind at your fingertips. Parents book. AST, Moscow, 96 pp.

Prokhorova, L.N. 2007. Experience of methodical work in a preschool educational institution. 5 for knowledge, Moscow, 255 pp.

Venger, L.A. 2003. Perception and education (preschool age). Education, Moscow, 230 pp.

Vetlugina, N.A. 2008. Aesthetic education of preschool children. Education, Moscow, 207 pp.

Vygotsky, L.S. 2016. Imagination and creativity in childhood. Enlightenment, Moscow, 96 pp.