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.
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.
Activity is one of the key structural elements of free, independent and creative personality. Independence of child is closely related to cognitive activity and the need to satisfy it. Planning of pedagogical process in pre-school should be based on the fact, understanding that child is learning via voluntary investigating, doing and solving issues of a cognitive character. While in the middle of a learning process, child is not learning to remember certain facts, but cognises oneself and own abilities. By keeping the balance between promotion of child’s own discoveries and direct teaching, the teacher helps in finding answers to the many questions child has, thus promoting cognition and creative activity thereof. If an adult tells pre-schooler what he should or should not do and makes him to accomplish certain tasks, cognition activity of child is not satisfied and learning has not taken place. Moreover, if the tasks are the same and given to all children in the same time, child’s individuality, development level of each particular child and freedom of choice are disregarded. This research is aimed at theoretical and empirical study of preconditions for meaningful learning in preschool. The theoretical background of the research consists of findings about learning activities of pre-schoolers published by pedagogues and psychologists known both in Latvia and abroad. Within the framework of the issue to be researched, the following was analysed: experience of preschool teachers in divided into frequency and interpretation (by using descriptive and inferential statistics (IBM SPSS Statistics-v19.0)), and experience of pre-schoolers at older age when working with worksheets.
The goal of the pre-school competence-based education lies in the promotion of all areas of development – physical, social, emotional and cognitive, as well as helping children to acquire core competencies, including the ability to plan own activities. The research aims at theoretical and empirical study of opportunity to promote planning skills within interaction between child and pedagogue.When dealing with both daily and teacher-created problem situations, children are involved in decision-making, are trusted to be co-responsible for the decision made. By working together with an adult, child acquires planning skills, ability to achieve the goal set. To reveal the pedagogical problem of the research in full, it is also important to look at it from the point of view of a preschool teacher. To find out opinion of pre-school pedagogues, surveying was conducted; it was aimed at studying principles of child development and upbringing taken into account in practice when organizing pedagogical process promoting planning skills of pre-schoolers. The experience of pre-school teachers was analysed by frequency and interpretation using descriptive and analytical statistics method (IBM SPSS Statistika-v19.0).
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