Technology of pedagogical support of perception of paintings by children of the 3rd year of life
DOI:
https://doi.org/10.32405/2308-8885-2021-4(102)-16-22Keywords:
technology of pedagogical support of perception of paintings, structure of technology, children of the 3rd year of life, groups of early age, institutions of preschool education, training of educatorsAbstract
The technology of pedagogical support of perception of paintings by children of 3rd year of life in the conditions of groups of early age implemented in the educational process of institutions of preschool education in 2020-2021 within the research “Education of Children of Yearly Age in Institutions of Preschool Education of Different Types” of the Institute of Problems of Education of the National Academy of Educational Sciences of Ukraine.
The stages of the technology are presented. At the first stage – pre-perception (foreplay), children’s perception of the work of art occurs in the form of a surprise moment or game situation. At the second stage, the children are shown a painting. At the third stage, children are involved in the discussion of the work of art: firstly, they listen to the story of the educator on the content of the painting, and then they answer a series of questions. At the next stage – games on the painting, children role-play the work of art. The final stage – the aftereffect – involves different games in the context of the painting.
The forms and content of tarnishing educators of how to work with children on the perception of paintings are presented. The obtained results have shown that such forms of peer learning as instructional videos, professional master mind, individual self-analysis of educators – video recording of lessons, diary of impressions are more effective than traditional. This is due to the fact that these forms allow colleagues to find out different solutions to problems, discuss methodological issues and share own experience, to reflect and plan themselves the constructive steps in their professional development.
The results of implementation of the technology at the reproductive and creative levels are highlighted. It is noted that the regularity of lessons, specially selected paintings, developed technology, the practice of partnership between educators and children helped children to show a high level of interest in works of art (initiating such lessons, high involvement in the process of viewing paintings, expressing emotions, the beginnings of communicative, visual and tactile interaction with peers and educators about paintings, role-playing on the work of art, involvement in art games). All this indicates that the technology is useful, as well as the innovative forms of training of educators are effective.
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