The relevance of the article relates to the need for continuing preschool education under quarantine conditions to prevent the spread of COVID-19 by means of distance technologies and preparation of children for STEAM education. Artistic and productive activities are considered to be the resource of STEAM education. The aim of the article is to substantiate educational opportunities of distance education programs for undertaking artistic and productive activities of older preschool children on quarantine. Research methods: theoretical analysis, surveys, generalization of experience, analysis of children’s products, parental feedback. The scientific basis of the study is a set of approaches of different levels. Scientific novelty of the research is two-fold. The possibility of organizing artistic and productive activities of older preschool children by means of remote technologies in terms of preparing parents to interact with educators and organizational, technical, informational assistance to children. The features of the organization of such education in Ukraine under conditions of introducing quarantine measures are revealed. Practical significance is viewed through development and approbation of the content of classes on artistic and productive activities, integrated with the fundamentals of mathematics. There have been developed the questionnaires on digital competence for educators and digital literacy for parents.
The article is devoted to the analysis of the definition of the key category of the research, which is artistic and productive activity of a senior preschooler. The scientific analysis of the degree of the problem development has been carried out by specialists. It is stated that the formation of competencies of the child’s artistic and productive activity is considered as a priority of the state educational policy. This activity type is the basis of the child’s overall development, influences on the solving of the tasks of all areas of education. In the course of the research the psychological basis of the concept under study has been determined. In particular, attention is drawn to the scientific generalizations of L. Vyhotskyi. It is noted that the activity of a senior preschooler is an active process of interaction of a child with the outside world. Therefore, artistic and productive activity at this age is becoming widely used. In the article, based on the analysis of the scientific works of V. Vorozhbit, the valuable aspect of artistic and productive activity of the child has been highlighted. It is specified that the basis of artistic and productive activity is the creation of a word picture. The world picture in this context is a characteristic of the creative thinking of the artist. It is also stated that the word picture is a kind of summary of this thinking, embedded in the artistic product. In artistic and productive activities, the word picture also manifests itself as the perception and experience of its viewer, reader, listener. The word picture is as an aesthetic, holistic and concrete form of reflection of the real world. The article emphasizes that the educator provides guidance, directs the child to life success, productive activity. The analysis of the research materials has showed that the essence of artistic and productive activity is the use of artistic means. Forms of the expression of artistic and productive activity occur at the intersection of other activities: productive, artistic, subject and practical, artistic and creative, technical, artistic and aesthetic. The result of artistic and productive activity is the final product, which influences the formation of vital competence, permeates all directions of education. The novelty of the definition of "artistic and productive activity" is provided by an integrative approach in defining the essential components. The author states that productive activity is the process of creating the final material product (drawing, plasticine craft, building construction of s). The process of creation involves the construction of an image which includes thinking, imagination, memory. Productive activities include visual and constructive.
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