GAME TECHNOLOGIES IN ARTISTIC AND AESTHETIC EDUCATION OF PRESCHOOL CHILDREN

Abstract

The article reveals the problem of using game technologies in the artistic and aesthetic education of preschoolers, as it is given insufficient attention in modern programs of development, education and training of preschool children. It is noted that artistic and aesthetic education acquires special significance in preschool age, when the child’s emotional perception of the world prevails, and is reflected in artistic and aesthetic activities. The use of game technologies not only opens up endless opportunities for child development, but also allows you to manage the pedagogical process and predict its results. The technological approach in methods and forms of pedagogical interaction provides efficiency of educational process. The text of the article presents a brief analysis of recent research on the use of game technologies in the artistic and aesthetic education of preschoolers, clarifies the key concepts: artistic and aesthetic education, creativity, game technology. It was found that game technology is one of the unique forms of learning, which allows to make exciting not only the work of children at the creative search level, but also turns it into a positive, emotionally colored monotonous activity of memorizing, repeating, consolidating or assimilating information. The emotionality of the game action activates all the mental processes of the preschool child. Further in the article the research on development of creativity of senior preschoolers in the course of art and aesthetic education is presented. The article describes the criteria and indicators of levels of creativity of preschoolers in the process of artistic and aesthetic education, offers a system of classes in different sections of the program using game technologies and a brief analysis of experimental results. senior preschool age in artistic and aesthetic activities has proven its effectiveness. The game technologies, which were included in this system of work remain a non-trivial and effective means of harmonious development of personality and, in particular, artistic and aesthetic education of older preschoolers.