Research aims at drawing attention to theoretical and empirical aspects significant for development of pre-schooler intellectual skills in arts classes. Things enriching child's personality, physical, intellectual and mental world largely depend upon surrounding environment, closest people and society in general. This factor is of a great significance in pedagogue activities with pre-school children, when getting the first ideas about the world, people, things, phenomena, personal abilities and possibilities. Pedagogue should plan activities in a way ensuring promotion of child's own initiative, cognitive activity and set tasks, basing on child's previous experience, thus furthering development of intellectual skills. Artistic and practical activities include all mutually related thinking operations that stimulate acquisition of intellectual skills within meaningful situations.
Very topical issue in many situations nowadays is caused by parent busyness, aloofness among family members, and alienation in mutual relationships; therefore, in families too little attention is devoted to many-sided development of child’s abilities, too little time is spent on direct, emotional contact in conversation. During the survey on the pre-school education and development of vocabulary carried out by 54 educators, the more and less well known topics were found out. Children are open to and interested in communication to find out how things work, developing their own vocabulary with the guidance of skilled teachers and parents. Book illustration analysis as well as the forms of conversation realization used in the research is in line with those carried out in the Project No NFI/R/2014/053 “Latvian in Monolingual and Bilingual Acquisition: tools, theories and applications”.
Creative, responsible, independent personality, which is showing respect and tolerant to others is a value not only in education but also in democratic society. Will is one of the most important characteristics of personality. Development of child’s will in pre-school age is based not only to its direct formation, but it is more like issue of child’s general development. Art activities facilitate development of will qualities in case, if child’s activity is motivated and caused by positive emotions. Motivation is one of the most relevant conditions in will development – setting up purpose, decision making, and successful achievement of purpose emerge from that. They provide in art activities child’s natural desire to act and also learning of definite knowledge and skills are facilitated. They develop child’s independence, performance and purposefulness. The aim of study – to turn attention to theoretical and empirical aspects which are important in facilitation of pre-schooler’s purposefulness in art activities.
The significance of emotions in the formation of the pre-schooler’s will should be emphasized, as joy and interest are activating work of the person and increasing activity and action that both are indicators of will. Limitations in the child’s performance, assigning him/her a passive role, and damping of the pre-schooler’s initiative leads to the loss of a joy and in the meantime the development of will is hindered. The aim of study – theoretical and empirical research of the significance of emotional component in the development of preschooler’s will.
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