CHILDREN’S ART: CONTEMPORARY ISSUES AND CONTRADICTIONS

Abstract

Recently, much attention has been paid to issues of developing creative potential in children of preschool age. However, an analysis of contemporary practice shows that what teachers often call children’s art activity is actually no such thing. The creative process is often replaced by direct, formal teaching. The use of models during drawing classes in kindergarten enables children to attain a particular result, which is no more than a well-executed copy of the model. Can this be considered creative achievement? The article discusses theoretical issues of the pedagogical support of the artistic activities of older preschool age children. Some special aspects of the development of the artistic experience of preschool children in figurative activity are presented, the importance of the teacher’s participation in the children’s artistic activity is stated. The article examines present-day approaches to developing children’s creative drawing skills and makes recommendations for resolving the contradictions that have emerged.