STRUCTURAL AND CORRECTIVE APPROACH IN THE MORAL AND AESTHETIC EDUCATION OF PRESCHOOL CHILDREN

Abstract

The article discusses current issues of the relationship of various areas of aesthetic education from the standpoint of corrective effects on preschoolers that contribute to the development of personality. The authors substantiate the concretization of the general task by a conditional logical model of the structure of aesthetic relations; its main parts, units, methods of action that children should master, identified three main substructures of this model. The authors conclude that in the pedagogical practice of pre-school institutions it is necessary to intensify the methods of leadership of the perception of fiction, changing certain situations, making unexpected and, thus, giving independent activities not only reproducing, but also creative; in-depth work on the perception of the content of literary works contributes to the formation of skills of independent creative artistic and speech activities, and the creative activity of children in turn has a beneficial effect on the deeper perception of artistic texts.