Peculiarities of artistic and pedagogical communication as a means of developing creative abilities of children in the third year of life

Abstract

The article highlights the urgency of the problem of insufficiency or lack of communication with children of the third year of life. We noticed a large number of "on-screen" children deprived of emotional contact with other people. This leads to the deprivation of the individual. We argue the importance of communication as a decisive factor of development. Also in this article, we analyzed scientific papers on the research and found that during the third year of life, speech as a means of communication improves, and communication is a necessary factor in the development of speech. We have found out the source of the term "artistic and pedagogical communication", which has become widespread in the practice of educational interaction with children of different categories. The features of artistic and pedagogical communication with children of the third year of life singled out and characterized. These include increased emotionality; involvement of all channels of perception (visual, auditory, kinesthetic); the importance of motivation for activities that are inherent in every child from birth and that require certain conditions for awakening; artistic and creative activity at the base (artistically productive musical, elementary theatrical). A positive foreign experience of interaction with young children presented, which based on the acquaintance of children with works of art, experimentation with materials for creativity and the development of the sensory sphere. Based on the described features, we formulated the author's definition of the term «artistic and pedagogical communication with children of the third year of life» as a means of developing creative abilities, drew conclusions and outlined the prospects for further research.