Psychological features of the visual activity of preschoolers. Characteristics of the visual activity of children of senior preschool age

It is known that visual activity for a child is not only very interesting, but also very important and useful in many respects. It allows the child to convey his impressions of the world around him, to express his emotional attitude to the environment on paper, in clay and other materials.

During visual activity moral and volitional qualities are brought up in children: the need and ability to bring the work begun to the end, to concentrate and purposefully engage, to overcome difficulties.

Visual activity is one of the main means of education and development of children preschool age.

The issues of the method of forming an artistic image in children's creativity are reflected in many pedagogical studies, in which it is noted that the development of a child's personality is most directly related to the formation of his aesthetic attitude to reality and high artistic culture. The aesthetic attitude of the child to the world and art is formed in the process of cognition of reality as directly - through representations, concepts, productive creativity. It is not accidental that many researchers are interested in the problem of children's creativity, its artistic and figurative nature, and the ways of its formation in children of different ages.

Describing the features of fine art, one can note the presence of interest in children, inclinations towards content, types of fine art. Compared with the younger and middle age, older preschoolers experience qualitative changes in interests, as evidenced by the studies of L.P. Blaschuk. She believes that in the interest in visual activity, one can single out the same characteristic features that are inherent in interest in general, namely: subject orientation, effectiveness, breadth, depth and stability.

The subject orientation of interest is manifested in the child's enthusiasm for a certain type of visual activity, themes, and artistic material.

Efficiency is expressed in the degree of activity in the process of activity, when, against the background of an emotionally positive attitude towards various types, initiative, activity, and independence in a favorite business are manifested.

The depth of interest can be:

1) Superficial, aimed at external satisfaction in activities;

2) In-depth, characterized by a creative attitude in work, the desire to learn more about the types of visual activity, themes, materials, their means of expression;

3) Sustainable, which is determined by the individual preferences of each child (one is more interested in drawing with pencils, the other in paints, the third in plastic forms in modeling, etc.).

Interest plays a big role in teaching senior preschoolers visual activity, contributes to the development of their special artistic abilities: a sense of color, shape, composition, plot, design, manual skill in drawing, modeling, and appliqué.

Older preschoolers are able to convey in their drawings the aesthetic and characteristic features of an object, a phenomenon of reality, a person, animals, using gesture, facial expressions, posture, color and other means of expression. Enriching the child's experience with knowledge of different ways of depicting images of animals, humans and the ability to apply them in drawing, you can create the basis for revealing the child's individuality and developing his creativity.

In fine arts, children of this age, when creating an artistic image, are guided by the signs of both color and form, which are objective characteristics of the material world. Only under this condition is it possible to determine their correlation and interrelation in the aesthetic impact on children, in the development of the creative activity of the individual. The color characteristic of the image is more conducive to the development of creativity.

In the visual activity of older preschoolers, a more stable concept is observed, the possibilities of using materials that the child chooses are expanding. He is able to take on the role of "artist", "sculptor", "master", in connection with which he motivates the choice of activity and material.

Show courage in your work very well help unconventional techniques drawing. They also contribute to the development of imagination, an increase in interest in visual activity, and help to "get away from patterns." It is very important that a preschool child shows interest and desire to draw not only with a brush and pencils, but also in more unusual ways using a variety of materials.

Teaching preschoolers to draw occupies a special place in the development of the visual activity of children. Research and experience of teachers show that children with well-developed visual skills successfully master writing and other academic subjects.

To determine the essence of visual activity, it is necessary to consider the psychological characteristics of the activity. The psychological theory of activity began to be intensively developed in the 1920s and early 1930s. of the twentieth century and is mainly due to the works of outstanding psychologists L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, A.R. Luria, A.V. Zaporozhets, P.Ya. Galperin and many others. The most complete concept of activity was developed in the works of A.N. Leontiev, who made an invaluable contribution to the development of psychological science with his research. He derived concepts related to activity, developed the psychological structure of activity, and much more. A person, being a subject, is able to turn his activity into an object of practical transformation. He can not only manage his actions, transform the surrounding reality into reality, but also predict the ways of his actions, implement the planned programs. He also controls the course and objectively evaluates the results of his actions.

The development of the child occurs by including him in various activities. One of these types of development is drawing. Therefore, a teacher, an educator who directly teaches children to draw, needs to know not only the methodology for teaching the skills and abilities of drawing, but also to know the fundamental principles child development in the context of drawing as an activity, to have an idea of the diagnostic value of children's drawing, to know age features children in connection with the activities performed, highlight the fundamental aspects of the psychological and pedagogical patterns of child development in the context of drawing as a developmental activity.

The developmental role of drawing has been mentioned for a long time. Thus, the well-known German teacher of the middle of the 19th century, F. Fröbel, noted that the development of the ability to draw in a child is one of the most important tasks of developing and educating a person.

Modern researchers, for example, T.S. Komarova, N.P., Sakulina note that drawing, like other types of fine arts, contributes to the mental development of the child. After all, mastering the ability to depict is impossible without the development of purposeful visual perception - observation. In order to draw any object, you first need to get to know it well, remember its shape, size, design, arrangement of parts, color. Drawing, according to K.D. Ushinsky, is one of the best means development of observation, and at the same time memory, thinking, imagination. Therefore, he recommends that drawing be more widely introduced into the learning process both as an independent subject and as an auxiliary means, a method of teaching when studying other subjects.

The basis for teaching preschool children to draw is the development of visual skills and abilities. The problem of the formation and development of skills that make up the drawing technique is revealed in the studies of A.V. Zaporozhets, V.P. Zinchenko, N.G. Ruzskoy Kazakova, T.G. Theory and methodology for the development of children's fine arts. - M., 2006. - S. 40.

Determining the ability to draw, domestic researchers V.I. Kireenko, A.G. Kovalev, N.P. Sakulina emphasize the need to develop skills, coordinate the actions of the eyes and hands of the child Grigorieva, G.G. Visual activity of preschoolers. - M., 1999., p. 15.. Thus, for the implementation of the image process and the development of visual skills and abilities, the unity of visual and motor coordination is necessary.

Children reproduce in the drawing what they perceived earlier, with which they are already familiar. For the most part, they create drawings from imagination or from memory. The presence of such representations gives food to the work of the imagination. These representations are formed in the process of direct knowledge of image objects in games, on walks, during specially organized observations, classes in the classroom, etc. Children learn a lot from oral stories, from fiction. In the process of drawing activity itself, their ideas about the properties and qualities of objects are refined. This involves sight, touch, hand movements.

Being engaged in drawing, children get acquainted with materials (paper, paint, chalk, etc.), with their properties, expressive possibilities, acquire work skills. Children also learn the experience of working with a pencil, brush, felt-tip pen. Mastering these actions contributes to their mental development.

Teaching visual activity is impossible without the formation of such mental operations as analysis, synthesis, comparison, generalization. In the process of observation, when examining objects and their parts before the image, creating a drawing, children are taught to highlight the shape of objects and their parts, the size and location of parts in the object, color. The image of objects of different shapes requires their comparison and establishment of differences. At the same time, children learn to compare objects, phenomena and distinguish between common and different in them, to combine objects by similarity.

Research by T.G. Kazakova and N.Ya. Shibanova in the field of teaching drawing to children of primary preschool age showed that from the very beginning of learning to draw, one should go from the image of the object, and not from mastering the skill. The figurative beginning should be leading for the child in the entire process of drawing.

For the implementation of various activities, the mental development of children, great importance have the qualities, skills, abilities that they acquire in the process of drawing: the ability to use tools (brush, pencil, wash, paint), plan their actions, focus on the model and instructions of an adult, and also conceive and implement their plan, attracting for this all funds currently available.

Drawing plays an important role in the development of the creative abilities of the child. However, this is possible only when children develop aesthetic perception, imaginative thinking, imagination, and when they master the skills and abilities necessary to create an image.

The creative nature of drawing provides for the emergence and development of an idea. In the drawing, the child transfers not just what he remembers: he has some experiences in connection with this subject, a certain attitude towards it. One representation includes what was perceived at different times, in different situations. From all this, an image is created that the child expresses with the help of pencils, paint, felt-tip pens, etc.

The visual activity of the child acquires an artistic and creative character as the methods of representation are mastered. The product of artistic and creative activity is an expressive image.

The image requires clear, distinct representations, as well as the ability to express them in graphic form. When creating a drawing, the child controls his actions by presenting the depicted object and evaluates them. The representations needed for drawing are formed in the process of perception. Research by N. P. Sakulina shows that it is necessary to teach children a certain way of perceiving an object, its examination. However, in order to draw this or that object, it is not enough to have a clear idea of its shape, color, structure; There is an opinion that the movements aimed at the execution of the drawing are sufficiently organized by the process of the image itself. However, this is not so: children should definitely be taught the technique of drawing. Mastering technology is an independent and important task.

In shaping the personality of a child, various types of artistic and creative activities are invaluable: drawing, modeling, cutting figures out of paper and gluing them, creating various designs from natural materials etc.

Such activities give children the joy of learning, creativity. Having experienced this feeling once, the kid will strive in his drawings, applications, crafts to tell about what he learned, saw, experienced. The visual activity of the child, which he is just beginning to master, needs qualified guidance from an adult. But in order to develop in each pupil the creative abilities inherent in nature, the teacher himself must understand the fine arts, children's creativity, and master the necessary methods of artistic activity.

The visual activity of preschoolers as a type of artistic activity should be emotional, creative. The teacher must create all conditions for this: he, first of all, must provide an emotional, figurative perception of reality, form aesthetic feelings and ideas, develop figurative thinking and imagination, teach children how to create images, means of their expressive performance. The learning process should be aimed at the development of children's fine arts, at the creative reflection of impressions from the surrounding world, works of literature and art.

Drawing, modeling, appliqué are types of visual activity, the main purpose of which is a figurative reflection of reality. Visual activity is one of the most interesting for preschool children. Visual activity is a specific figurative knowledge of reality. Like any cognitive activity, it is of great importance for the mental education of children. Mastering the ability to depict is impossible without purposeful visual perception - observation. In order to draw, sculpt any object, you must first familiarize yourself with it well, remember its shape, size, color, design, arrangement of parts.

For the mental development of children, it is of great importance to gradually expand the stock of knowledge based on ideas about the variety of forms of the spatial arrangement of objects in the world around them, various sizes, and a variety of shades of colors. When organizing perception when organizing the perception of objects and phenomena, it is important to draw children's attention to the variability of shapes, sizes (child and adult), colors (plants at different times of the year), different spatial arrangement of objects and parts (a bird sits, flies, pecks grains, a fish swims in different directions, etc.); structural details can also be arranged differently.

Being engaged in drawing, modeling, appliqué, children get acquainted with materials (paper, paints, clay, chalk, etc.), with their properties, expressive possibilities, acquire work skills.

Teaching visual activity without the formation of such mental operations as analysis, comparison, synthesis, generalization. On the basis of the similarity of objects in form, there is a commonality of methods of depiction in drawing, modeling. For example, to mold a berry, nut, tumbler, apple or chicken (objects having a round shape or parts of a round shape), you need to roll out pieces of plasticine or clay in a circular motion. The faculty of analysis develops from a more general and coarse discrimination to a more subtle one. Knowledge of objects and their properties, acquired in an effective way, is fixed in the mind.

In the classroom for visual activity, children's speech develops: the assimilation and name of shapes, colors and their shades, spatial designations contributes to the enrichment of the dictionary; statements in the process of observing objects, when examining objects, buildings, as well as when looking at illustrations, reproductions from paintings by artists, have a positive effect on expanding vocabulary and forming coherent speech.

As psychologists point out, for the implementation of various types of activities, the mental development of children, those qualities, skills, abilities that they acquire in the process of drawing, application and design are of great importance. Visual activity is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space. Children define and name these properties, compare objects, find similarities and differences, that is, perform mental actions.

The social orientation of children's fine art is also manifested in the fact that in their work children convey the phenomena of social life. The importance of visual arts for moral education also lies in the fact that in the process of these activities children develop moral and volitional qualities: the need and ability to complete what they have begun, to work with concentration and purpose, to help a friend, to overcome difficulties, etc.

Visual activity should be used to educate children in kindness, justice, to deepen those noble feelings that arise in them. In the process of visual activity, mental and physical activity. To create a drawing, modeling, appliqué, you need to make an effort, carry out labor actions, and master certain skills. The visual activity of preschoolers teaches them to overcome difficulties, to show labor efforts, to master labor skills. At first, children have an interest in the movement of a pencil or brush, in the traces they leave on paper; gradually new motives of creativity appear - the desire to get a result, to create a certain image.

Preschoolers acquire many practical skills that will later be needed to perform a wide variety of jobs, acquire manual skills that will allow them to feel independent. The development of labor skills and abilities is associated with the development of such volitional qualities of a person as attention, perseverance, endurance. Children are taught the ability to work, to achieve the desired result. The participation of children in preparing for classes and cleaning jobs contributes to the formation of diligence, self-service skills.

The main significance of visual activity lies in the fact that it is a means of aesthetic education. In the process of visual activity, favorable conditions are created for the development of aesthetic perception and emotions, which gradually turn into aesthetic feelings that contribute to the formation of an aesthetic attitude to reality.

The direct aesthetic feeling that arises when perceiving a beautiful object includes various constituent elements: a sense of color, a sense of proportion, a sense of form, a sense of rhythm.

For the aesthetic education of children and for the development of their visual abilities, acquaintance with works of fine art is of great importance. The brightness, expressiveness of images in pictures, sculpture, architecture and works of applied art evoke aesthetic experiences, help to perceive the phenomena of life deeper and more fully and find figurative expressions of one's impressions in drawing, modeling, and appliqué. Gradually, children develop artistic taste.

By the age of four, children are already familiar with constructive and visual materials, have some skills in using them - they make simple buildings, they use a pencil, a brush, clay, they navigate on a sheet of paper, they show a strong desire to depict what they see in the surrounding reality.

Depicting objects, children of four years try to reflect their attitude towards them. To do this, they use various means: a certain selection of objects for the image; color selectivity; beating the results of their activities; addition of words, a story about the depicted object or phenomenon. Teaching children design, application, drawing and modeling begins with their acquaintance with the surrounding objects and phenomena. The child is taught to observe the environment; purposefully examine, examine objects; acquaint with the variety of forms created by nature and human hands, as a result of which he develops a figurative vision of the world.

In addition to preliminary targeted observations, with children of the fifth year of life, it is necessary to organize the examination of objects before class and directly in class in order to clarify ideas about these objects, arouse interest in them, the desire to transfer perceived images to paper, to clay.

The next stage in the formation of visual and constructive activity in a child of middle preschool age is to familiarize him with the variety of ways to depict objects and phenomena in different material, i.e. introduction to the world of conditional and graphic images.

Showing different image ways acquires in middle group more important than the younger ones. At this age, children are able to notice some signs of an object - color, general shape, distinguish its parts and details, and they have a desire to convey this in a drawing. But the development of visual perception is somewhat ahead of the development of special skill of the hand. Therefore, the child really needs a visual demonstration of the ways of image, during which he forms ideas about graphic and plastic conditional images. Reproducing these methods from memory, or repeating several times after the teacher's show, children exercise their hands and eyes, as a result of which they develop shaping movements in drawing and modeling, visual-motor coordination is improved.

By the age of four, children have increased interest in the results of their activities. Recognition by others of the image created by the child is an effective educational moment. Children are surprised and admired by their images and expect the same admiration from their comrades and teacher. Critical remarks are often perceived by them as an insult and do not give positive results. However, they cannot find and correct their mistakes on their own. Therefore, the task of the educator is to create situations in which the child would be clearly convinced of the correctness of the task performed. For example, in a drawing, you can offer the child to take the object he has drawn to a specially prepared place and put it in the position in which he wants. If the drawing is wrinkled or torn, then the child will be clearly convinced of the negligence of the work performed and will try to eliminate the shortcomings.

The formation of an evaluative attitude towards the results of drawing in children is facilitated by an organized review of all children's work using game situations, as well as the compilation of stories first by the educator, and then by the children themselves, from the drawings. To this end, the teacher can prepare in advance the place where the drawings will hang. Having finished his drawing, the child immediately takes it and hangs it in the place indicated by the teacher. At the same time, the child can compare his work with others, come up with a story according to the drawing he especially likes. When all the children have finished drawing, the teacher organizes a review, turning first of all to those who have already managed to examine the drawings, evaluate them, come up with at least a very short, elementary story.

The teacher should ensure that the children, when telling, are not limited to simply listing what is drawn, or evaluate the drawings only from the point of view of the accuracy of execution. It is necessary to suggest thinking about what the depicted character is doing (did) or what happened to the drawn object, where and why they put it, and why they like this particular work. In this case, the children, as it were, play with, enliven the static elementary images, showing their attitude to the depicted.

It is in this situation that the child begins to form a steady interest in the proposed topic, as well as a plan and objectivity in evaluating the results of activities.

The visual activity of a preschool child gives him the opportunity to independently apply the acquired knowledge in practice, actively practice artistic activity, acquire the skills of individual and joint work, and receive satisfaction from its results.

Thus, visual activity contributes to sensory education and the development of visual-figurative thinking. Children's fine art has a social orientation. The child draws, sculpts, designs not only for himself, but also for others. He wants his drawing to say something, to be recognized by him. The significance of visual activity for education lies in the fact that in the process of these activities, moral and volitional qualities are brought up in children: the need and ability to bring what has been started to the end, to concentrate and purposefully engage, to help a friend, to overcome difficulties, etc.

Visual activity should be used to educate children in kindness, justice, to deepen those noble feelings that arise in them.

In the process of visual activity, mental and physical activity are combined.

To create a drawing, modeling, appliqué, you need to make an effort, carry out labor actions, and master certain skills. The visual activity of preschoolers teaches them to overcome difficulties, to show labor efforts, to master labor skills.

Productive activity (graphic and constructive). Productive activity of the child actually occurs at preschool age. This happens because productive activity can develop only on the basis of a sufficiently highly developed perception and ideas, that is, at a sufficiently high level. sensory development. Productive activity - its result is a product that reflects the object that it reproduces, both in general and in its properties. That is why productive activity contributes more than others to the development of perception: in order to draw an object correctly, you need to see and imagine it correctly.

Drawings depicting objects (subject drawings) appear in normally developing children by the end of the third - by the beginning of the fourth year of life. At first, children's images are very primitive, schematic, they reflect only those parts of the object that are significant for the child. Therefore, in children of all peoples of the world, the first image of a person is a cephalopod. With age, children begin to display objects, situations, plots more adequately in their drawings. There is a desire to use color in drawings both as a means of depiction (green grass, white snow, blue sky), and as a means of conveying emotions and moods. Children begin to create whole "graphic stories", conveying in them the events and impressions of their lives, impressions from the books they read, etc. In their works, children begin to use the entire space of a sheet of paper, sometimes creating complex compositions. In their drawings, the main thing begins to separate from the secondary, both in the depiction of individual objects and situations. At the same time, the drawings of preschoolers, as a rule, are planar - children still do not know how to perceive and reflect three-dimensional objects. In their drawings, in most cases, there is no perspective and shading.

Volumetric objects are well depicted by children in modeling and design.

By the end of preschool age, children can create very complex buildings, structures and beat them.

Each type of visual activity makes its own demands on the upbringing of a child: modeling requires the perception of a three-dimensional form; drawing - isolating the contour, color perception, design and application are based on the use of ready-made forms, impose special requirements on the reflection of spatial relationships, etc. However, the main thing for all types of visual activity is the creation complete picture of the subject. The depiction of properties and relationships is only the means by which the whole must be created. By the end of the preschool period, children are usually quite recognizable, with the transfer of not only the whole, but also essential details, with the correct arrangement of parts of the object in space, draw people, houses, trees, cars, objects of their environment. This is the basis for some test methods aimed at determining the level of intellectual development of preschool children based on the analysis of their drawings. Although these techniques cannot serve in isolation as an indicator of a child's intellectual development, they provide very revealing data about him.

Productive activity contributes not only to the development of perception and ideas of the child. It also requires the development of motor skills, hand-eye coordination, the development of thinking, the analysis of an object, the identification of the main thing, the awareness of the relationship of characters in plot drawings, imagination, and the operation of images of representation. Productive activity also has a great influence on the development of the child's personality; it requires the ability to focus on the task, to bring the work begun to the end.

An important role is played by productive activity in the formation of planning, self-control, and evaluation of the result.

Development of productive activity in children with disabilities intellect. These children actually do not have productive activity outside of education. They do not have constructive skills, there is no subject drawing. When teaching without taking into account the developmental features of this category of children, object drawings appear, but, on the one hand, they are primitive, fragmentary, do not convey integral images of the object, distort their shape and proportions, on the other hand, they are a graphic stamp learned by the child that does not reflect for him real item. Due to the underdevelopment of visual-motor coordination and motor difficulties, the technique of visual activity in children with intellectual disabilities remains very primitive. Particularly indicative is the fact that children who know how to draw do not use color in their drawings either as a means of representation or as a means of emotional expression.

Elements of labor activity. If a play activity, having arisen in the bowels of the objective, moves further and further away in its development from real objective actions, then the emergence of elements of labor activity, on the contrary, is based on the further development of actions with objects, on their transformation into skills and abilities.

In children of younger preschool age, the appearance of elements of labor activity is expressed mainly in the mastery of self-service skills that provide them with a certain household independence: a child can dress, undress, wash, use the toilet, and eat without the help of an adult. In middle and older preschool age, feasible household labor is added to self-service: in family - helping the mother in cleaning the room, cooking, in kindergarten - on duty in the dining room, in a corner of nature, work on the Site, etc.

Mastering the elements of labor activity is not an easy task for preschoolers. Self-service includes skills that are very complex in their structure, which the child must master. For the child, a number of difficulties may arise here: in determining and mastering the sequence of operations, on the one hand, and in mastering each of them, on the other. In this case, the organization of the orienting-exploratory phase of mastering skills, which is directly related to perception, acquires special significance.

The emergence of labor activity plays an important role in the child's mastering the experience of actions with objects, which contributes to highlighting their properties and relationships, understanding the role of each individual action and the logical sequence of actions, i.e. contributes to the formation of a broad orientation in the surrounding objective world, the formation of visual-motor coordination and has a huge impact on the development of large and small (manual) motor skills, the coordination of the actions of both hands.

Mastering objective actions in everyday life, in self-service creates many situations that stimulate the development of a child’s visual-effective thinking, since it is entirely based on the assimilation of the principle of actions with auxiliary means and objects-tools.

When forming the elements of labor activity, the child’s personal qualities also develop greatly: the ability to set a goal and act purposefully to achieve it, overcome feasible difficulties, independently choose the path to achieve the goal, realize oneself as an independent person (“I myself”), etc.

Development of elements of labor activity in children with intellectual disabilities. Under the influence of the requirements of others, self-service skills begin to form, first of all. Naturally, given their current state of development of objective actions, this process is difficult. Therefore, families often follow the line of least resistance - parents dress, undress, feed the child. However, there are also families in which they try to put certain demands on the child and achieve certain successes. Therefore, mentally retarded children have different levels of mastery of self-service skills. However, the very nature of skills and abilities deserves more detailed consideration. Movements in children when performing activities related to self-care are uncertain, fuzzy, often slow or fussy, not focused enough. The inconsistency of the actions of both hands is strongly expressed. In a number of cases, even older preschoolers do not understand the sequence and logic of all the actions included in the skill. For example, when washing, children take dry soap without wetting their hands, and put it in place, and then open the tap.

The character of each individual, which is part of the skill of action, also suffers. For example, children hold a spoon in their fist, pick up an immoderate amount of food, etc.

From the point of view of the formation of the elements of labor activity, children of older preschool age represent a much more heterogeneous category than normal children. But the fact that some children, who were subjected to sequential requirements, master the skills of self-service, indicates sufficient potential for the development of practical activities in children with intellectual disabilities.

AT In the system of teaching and educating students of a special (correctional) educational school, fine arts lessons are of great importance. In combination with other academic subjects, they have a noticeable correctional and developmental impact on a mentally retarded child: they affect his intellectual, emotional and motor spheres (mainly motor skills of the hands), the development of personal qualities, contribute to the formation of aesthetic perception and education of aesthetic feelings.

The task of the teacher is not to teach students to draw (Although this is also important), but rather to overcome or smooth out the shortcomings inherent in mentally retarded children in the process of studying fine arts.

The visual activity of mentally retarded children is formed slowly and in a peculiar way. In their drawings there are characteristic features that are diagnostic in nature.

The vast majority of students in the correctional school, especially in the lower grades, love to draw. Students are especially active during “free” drawing. If students are given a specific topic for drawing or are asked to draw from life, then there will not be much desire and interest. The conclusion follows from this: students willingly draw only what they can. Where appropriate knowledge and skills are required of them, passivity, inertia, and a negative attitude towards work are observed.

A noticeable decrease in interest and activity in visual activity sometimes appears in high school students. This can be explained by several reasons.

Firstly, with age, mentally retarded students begin to be more critical of their work, and their poor ability to convey in graphic form the image of a particular subject does not allow them to do this accurately enough.

Secondly, high school students may experience the so-called "intellectual passivity", due to the fact that they did not have timely interest in academic work, and, in particular, in drawing.

Thirdly, high school students, like younger students, may be indifferent to the task, if it is formally organized, and the object of the image does not affect their feelings, does not cause any feelings.

Drawings made at the request of the students themselves often reflect memorized images (house, car, ship, plane, flowers, etc.), which are repeated from drawing to drawing with minor changes and additions. As a rule, the same mistakes are repeated in each drawing. For example, drawing a house with several floors, the student depicts one door, the size of which is equal to its height. Typically, students can fill out a sheet of paper with two or three distinctly drawn objects, without depicting any connection between them. Children are not interested in content.

Many students cannot realize their preliminary plan in the drawing and change it.

It is characteristic that the image of the same object can be repeated innumerably. "Stickiness" to one kind of action of the same form is a trait inherent in mentally retarded schoolchildren.

It should be noted that the students of the correctional school love to copy the finished images, although this leads to a strong distortion of the original.

As a result of a detailed study of the visual activity of these children, it turns out that they are able to complete only one or two pictures that they borrowed from books or postcards or simply memorized. The mechanical reproduction of drawings undoubtedly speaks of their good visual and motor memory. However, the conscious construction of the drawing, and even more so, the manifestation of creativity in their work is not observed.

Very typical for mentally retarded schoolchildren are mistakes caused by a misunderstanding of the meaning of certain elements of nature. This is especially evident in the example of drawing a hammer. Many 3rd grade students, not realizing that the protruding part is an extension of the wooden handle, draw it arbitrarily, “attaching” it to the top of the image. They often fix their attention on minor elements of the object, they are carefully drawn, highlighted in color, and increased in size. Often, details are found that are not in nature.

Color plays a special role. The children enjoy coloring the pictures. They experience joy and a sense of satisfaction from the work done. At the same time, children solve a number of cognitive tasks related to the perception and reproduction of color.

Already from grade 2, almost all students correctly recognize the four primary colors: yellow, red, blue, green. But they are not able to navigate in the name of objects for which a certain color is a typical and constant feature. Many students can paint over a contour drawing in any color without relating it to the actual color of the depicted object. They often draw with the first pencil they get their hands on. It can be argued that the students of the correctional school show a great desire to use bright, saturated colors.

It should be noted that with age and under the influence of training and education, the nature of the activity and the drawings themselves change. Students are less likely to make mistakes in the transfer of color shades while drawing from nature. Children are relatively more likely to use a symmetrical arrangement of flowers. However, the ability of students in a correctional school compared to normal students when working with colored materials.

Visual activity is in close interaction with the overall development of the child, since the process of depiction involves not some separate function, but the personality as a whole.

Under the influence of correctly carried out training in visual activity, cognitive processes are improved: perception is differentiated, ideas are enriched, observation and voluntary attention develop, positive changes occur in the performance of mental operations. Visual activity contributes to the improvement of the emotional-volitional and motor-motor spheres. In addition, it contributes to the enrichment and development of children's speech.

42. Comparative analysis of readiness for school mentally retarded and normally developing child.

Psychological readiness for learning at school is considered at the present stage of development of child psychology as a complex characteristic of the child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities at the stage of school childhood.

The main components of psychological readiness for school are: mental, motivational, emotional-volitional readiness, readiness to communicate with peers and with the teacher.

The decisive role in preparing for school belongs to the social environment, the conditions of education and training. At the same time, education and training should be of a developmental nature, i.e. contribute to the maximum development of the cognitive abilities of the child, the formation of his personal qualities, social needs and interests.

The preparation of children with intellectual disabilities for schooling is carried out mainly in special preschool institutions. Basic requirements for physical, mental and moral education children with intellectual disabilities are defined in the "Program for the upbringing and education of mentally retarded children of preschool age." It also defines the basic requirements for the assimilation of certain knowledge, skills and abilities by children.

Everything that was stated in the previous chapters of the textbook forms the basis of readiness for schooling.

School education requires, above all, a sufficient level physical development allowing the child to withstand the increased load. The child must move to a new mode of work, sleep and adapt to new social conditions.

Since a significant number of children with intellectual disabilities come from special (correctional) preschool institutions to special (correctional) schools, self-service skills are of particular importance for the child's adaptation. Meanwhile, teachers of special schools often note that children who enter the first grade do not know how to quickly and correctly dress, undress, eat neatly, comb their hair, and take care of their appearance etc. At the same time, it is known that with constant attention to the development of self-care skills, by the senior preschool age, children develop all the necessary skills and abilities: dressing, undressing, eating, using the toilet, keeping personal belongings.

In order for the child to enter a new mode, to join in a new activity, an important prerequisite is the organization and pace of the activity. The child should be able to get involved in work in time, be able to switch from one task to another. All this is formed in a special preschool institution in the process of training and education.

Another necessary prerequisite for the assimilation of the school curriculum is the presence of elementary cognitive interests and cognitive activity in a child with intellectual disabilities. The formation of cognitive interests is not limited to giving children certain knowledge, skills and abilities. First of all, we should talk about instilling in them the need for knowledge and, if possible, shaping the ways of acquiring it.

The development of interest in the environment, in knowledge occurs, as a rule, in different types children's activities. Each type of children's activity makes its own special contribution to the development of the child. His first independent activity - objective - introduces into the world of things created by human hands, acquaints him with their role in the life of human society. Following objective activity, play develops, which at first also proceeds as actions with objects. But as it develops, the game leads the child to reflect and comprehend human relations, to the development of new aspects of thinking and imagination, to the development of sign-symbolic function. First, the child replaces the missing objects with other, similar ones, then with any to which he attaches the appropriate function, and finally, simply with words. If a child with intellectual disabilities is systematically taught to play, gradually being led to the use of substitute objects, then by the senior preschool age, elements of the sign-symbolic function necessary for mastering the language, elementary mathematical representations, geographical and other knowledge are already noted.

Later, cognitive activity is built on this foundation.

Visual and constructive activity are the first types of productive activity. The tasks of creating a new product with their own hands - whether it be a drawing, a stucco craft, a building - make the child strive to get the correct reflection of what he perceives and thereby contribute to the further development of perception, ideas, knowledge about the subject, enshrined in speech, i.e. activate all his cognitive and speech activity. All this is necessary for the emergence of prerequisites for the assimilation of school programs.

The labor activity of a child with intellectual disabilities begins upon admission to a special preschool institution with self-service. In the future, household labor arises, labor in nature, manual labor, which includes the creation various crafts. The role of labor in the development of cognitive activity and in the preparation of a child with intellectual disabilities for school can hardly be overestimated, since in labor he encounters various objects, with their properties and relationships, and confronts him with the need for a purposeful analysis of a practical task and situation.

A particularly important role in the preparation of the child for school and in the activation of his cognitive abilities is played by the elements of educational activity, which are formed and developed from the very beginning of the child's stay in a special (correctional) preschool institution in the course of all classes.

So, all activities of a preschooler make it possible to organize the experience of a child with intellectual disabilities in such a way as to mobilize all his cognitive abilities.

But this does not exhaust the role of activity in the correction of the mental development of children with intellectual disabilities. In activity, another necessary prerequisite for schooling is formed - general intellectual skills. It is essential that in all types of activity there are common foundations. Let's look at them in more detail: in any activity, you need to determine, and at first to realize, the goal set by an adult, think over ways to achieve it, plan the sequence of your actions, control yourself during work, and be able to correctly evaluate the results obtained. So, starting to draw, the child has a goal (intention), means of translating the idea (paper, pencils or paints, etc.). When starting to execute, he must follow a certain sequence of actions (first draw a contour, then paint over it; first draw the main parts of the object, then the details, etc.). In the course of work, you need to correct errors, and having received the result, evaluate it from the point of view of implementing the goal set at the beginning of the work. Setting and understanding a goal, analyzing the conditions and means of achieving it, choosing methods of action and planning the sequence of implementation, as well as evaluating the result are necessary conditions for any human activity. Therefore, they are called general intellectual skills. Without mastering general intellectual skills, schooling is impossible.

Even more visibly, general intellectual skills are formed and manifested in the labor activity of children. For example, when starting to clean the room, children must mentally imagine the end result (the goal of their activity) - how beautiful, how clean it will be in the group. They discuss, think over ways to achieve this result, choose the necessary means (broom, rag, brush, etc.), discuss the sequence of actions - what they will do first, what then, outline the boundaries of their activities, controlling each stage of their actions. Evaluation here is especially significant for children; because it has a social coloring, fills them with the consciousness that their work benefits others.

Naturally, the general intellectual skills formed in children's activities constitute necessary basis school education.

Of particular importance for the correction of the mental development of children with intellectual disabilities and their preparation for school is the development of the emotional sphere.

Teachers and educators should always remember that in a special preschool institution, first of all, a healthy emotional climate should be established - calm, friendly, joyful. It is necessary to rely on a personality-oriented approach to each child, to show love and affection, to surround them with real attention. But at the same time, remember that affection should not turn into caressing, lisping. Creating a favorable emotional climate requires sincerity and restraint in relation to children, without abrupt transitions from crying to caress, which create uncertainty and anxiety in the child. A positive emotional background, necessary for the proper development of the child's personality, requires teachers to pay great attention to their own behavior, patience, and flexibility. There are cases when teachers or educators react with sharp shouts, prohibitions, even punishments for behavior whose motives are incomprehensible to them. And meanwhile, if you carefully understand them, the reaction would be completely different. For example, it may seem that the child, out of stubbornness, does not want to fulfill the demand of the teacher, but in fact the child simply cannot do what is required of him (or, perhaps, it seems to him that he cannot).

Joy is necessary for a child to have a normal attitude. But it cannot arise for no reason. The task of upbringing is to ensure that a joyful emotional background arises on a genuine moral basis. We know well that a child with intellectual disabilities can rejoice even when he tore up a book, hit a friend, and took away a toy from him. But such joy should not be encouraged. It is necessary to instill in the child the ability to rejoice at achievements, rejoice at the fact that he helped a friend, took part in the common work, correctly fulfilled certain requirements and received well-deserved praise. Of course, such joy is associated with overcoming obstacles, with the ability to subordinate one's behavior to certain requirements, i.e. with volitional processes. Here the emotional sphere closely merges with the volitional. However, volitional processes are not limited to purely emotional experiences, but are connected both with the cognitive sphere and with the development of activity. Indeed, volitional efforts are needed to solve a cognitive or practical problem. In order to achieve the goal in work, in drawing, in play, in acquiring new knowledge, the child needs, first of all, voluntary attention, fairly stable, concentrated, the ability to move towards the goal for a long time without being distracted, to overcome the difficulties that are encountered on the way. , errors. Only in this case, a child with intellectual disabilities will be ready for schooling, which will also require him to have a positive emotional state that contributes to the assimilation of knowledge, mastery of educational work, entry into children's team and the establishment of correct relationships with peers and teachers, considerable willpower.

The formation of the personality of the child as a whole depends on the development of the emotional-volitional sphere. In a special preschool institution, children learn moral norms, the ability to subordinate their actions and actions to moral and ethical rules, they develop the skills of behavior in a team.

The teaching staff should remember that the emotional-volitional sphere does not develop by itself, but requires a long, painstaking educational work. With proper upbringing, by the age of eight, a child with intellectual disabilities not only learns the basic moral norms, but also learns to act in accordance with them under certain conditions. By this time, he has developed an adequate reaction to censure and approval: the child, in response to the remark of an adult, no longer stops his activity, does not cry, but tries to correct mistakes, find new ways to complete the work he has begun. But educators must remember at the same time that their assessment must be very accurate and objective, because the child sees himself through the eyes of others, their attitude serves as the basis for him, the standard of self-esteem. That is why at this age the assessment given by others is experienced by a mentally retarded child very sharply. During this period, he especially needs empathy and understanding from adults and comrades. At the same time, he begins to evaluate the actions of other children, their moral qualities.

In addition, children with intellectual disabilities also have moral feelings, such as shame if the act does not correspond to the norms of behavior, and pride if the act corresponds to them, especially if it is associated with overcoming difficulties and obstacles.

In the process of staying in a special kindergarten, the child has a need to communicate with other children, to join the children's team. Here he learns to correlate his actions with the actions of his peers, to take into account not only his own desires, but also the interests of other children, to see himself through the eyes of his peers, to evaluate the actions of his peers and his own.

Personal development, the formation of its socially valuable qualities becomes the basis for preparing a child with intellectual disabilities for life in a school community.

In parallel with the formation of cognitive processes, activities and the emotional-volitional sphere, the child also accumulates certain knowledge, skills and abilities provided for by the program of special education. kindergarten. Mastering the program material is a necessary part of preparing a child with intellectual disabilities for school.

Let us dwell on the conditions that ensure the comprehensive preparation of children for school.

The first of these is the constant cooperation of the child with adults. By cooperation, we understand the joint life of a child and an adult, during which the adult transfers human experience to him in its various forms, and the child assimilates it, makes it his own, i.e. assigns. Cooperation involves the active orientation of the child to the adult as a source of social experience, moral standards of behavior, skills and knowledge, as a standard. We want to pay special attention to the fact that not only an adult should want to convey everything that he knows, understands, all his worldview, but also a child should want to take it all, to assimilate it. You and I know that preschool children with intellectual disabilities are adult-oriented, you just need to skillfully use this orientation.

The cooperation of a child with an adult is carried out in various forms and by no means always comes down to the process of communication. It is also carried out in joint activities child and adult, and during direct teaching, both individual and collective. Cooperation can occur even when the adult's attention is not directed directly to the child, since the child develops an orientation to the behavior of the adult, to his reaction, requirements. Such indirect cooperation also occurs when adults and children watch a play, film or television program together; and when adults, communicating with each other, express their attitude to events and people; and then, when the child observes the work of adults, their actions, deeds, and then tries to imitate them. Here I would like to once again emphasize the responsible role of an adult, whose very appearance, his habits, actions largely determine the personal, moral formation of mentally retarded children.

Another condition necessary for the successful implementation of the educational process is the ability of the child to overcome difficulties. Difficulties arise for children with intellectual disabilities when mastering self-service skills, and when they are faced with practical tasks, with work assignments.

No less effort to overcome difficulties requires children to perceive, think. It can even be said that the whole process of the development of thinking, from visual-effective to verbal-logical, turns out to be a process of hard work for them, a search for a way out of the difficulties that arise before them in problems, unusual situations.

This means that the preparation of a child for school cannot be carried out normally where he has not developed the correct attitude to difficulties, the desire and ability to overcome them.

Encountering unbearable difficulties that suddenly arose before a child with intellectual disabilities during the transition to school can lead to self-doubt, low self-esteem, a negative attitude towards learning, and behavioral disorders. Therefore, it is very important to determine at a preschool age the type of school in which the child should go. Placing a child with intellectual disabilities in conditions that do not take into account his characteristics and pace of development can lead to a distortion of personal development, to the emergence of additional deviations - psychopathic behavior, aggressiveness, refusal to work, logoneurosis, enuresis, etc.

But even with the correct definition of the type of school, the child will encounter certain difficulties associated with changes in living conditions and the nature of activity. Therefore, in a preschool institution, children should be gradually and daily taught to overcome feasible difficulties.

Another necessary condition in order to ensure preparation for school, it turns out to be a situation of success. For a child to want to engage in any type of activity - drawing, designing, playing or studying - it must bring him satisfaction associated with the experience of success. The same thing happens in the sphere of behavior, the fulfillment of moral standards.

Long-term failure, which a child with intellectual disabilities often experiences, not only negatively affects the development of his activities, the formation of his mental processes, but also the formation of his personality - the child develops such undesirable qualities as insecurity, anxiety, refusal to work, unwillingness to cooperate with an adult. Adults must provide the child with such conditions of activity in which he will definitely meet with success. But success must be real. It should never be confused with undeserved praise. Real success can be achieved when the child receives a predetermined result in the process of activity. Real success can also be achieved when the child fulfills the moral norms known to him, commits a moral deed. This success may be a small step forward compared to what was previously achieved, or it may be the overcoming of difficulties that have arisen on the way to the goal, but even a small step forward must be noticed and appreciated in a timely manner.

Thesis: Features of the formation of artistic and visual skills in children of senior preschool age

INTRODUCTION……………………………………………………………………..3

Chapter 1. Theoretical foundations of the study of artistic and visual activity of preschool children……………….5

1.1. Features of artistic and visual activity of preschoolers………………………………………………………………….….5

1.2. Stages of development of children's drawing……………………………………….12

Chapter 2. Still life as a means of developing artistic and visual skills of children of senior preschool age………….

2.1 Organization of pedagogical work to familiarize children with still life……………………………………………………………...……21

2.2 The development of visual skills of senior preschoolers in the drawing classes…………………………………………………………………...……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

CONCLUSION…………………………………………………………………32

REFERENCES……………………………………………..………34

Introduction

The relevance of research. In shaping the personality of a child, various types of artistic and creative activities are invaluable: drawing, modeling, cutting figures out of paper and gluing them, creating various designs from natural materials, etc.

The visual activity of the child, which he is just beginning to master, needs qualified guidance from an adult.

A characteristic feature of art is the reflection of reality in artistic images that act on the mind and feelings of the child, educate him in a certain attitude to the events and phenomena of life, and help to understand reality deeper and more fully. The influence of art on the formation of a person's personality, its development is very great. The soul of the child is predisposed to the perception of beauty, the child is able to subtly feel the painting.

Paintings, rich in their ideological content and perfect in artistic form, form an artistic taste, the ability to understand, distinguish, appreciate the beautiful not only in art, but also in reality, in nature, in everyday life. Painting recreates all the richness and diversity of the world. Recreated by means of painting real world with spatial depth, volume, color, light, air.

The visual activity of preschoolers as a type of artistic activity should be emotional, creative. The teacher must create all the conditions for this: he must first of all provide an emotional, figurative perception of reality, form aesthetic feelings and ideas, develop figurative thinking and imagination, teach children how to create images, means of their expressive performance.

The learning process should be aimed at the development of children's fine arts, at the creative reflection of impressions from the surrounding world, works of literature and art.

object The study of this course work is a still life as a means of developing fine skills.

Subject study is the methods of formation of artistic and visual skills in preschoolers.

Hypothesis research: we believe that a specially organized program will contribute to the development of artistic and visual abilities in children.

Target work - to consider the features of the formation of artistic and visual skills in children of senior preschool age through drawing still lifes.

In accordance with the goal, the following tasks:

To reveal the features of artistic and visual activity of preschoolers

2. Organize pedagogical work to familiarize children with still life.

Methods research:

analysis of scientific and methodological literature on the research problem; empirical; purposeful monitoring of the development of children, analysis of existing programs and scientific and educational documentation.

The work consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1. Theoretical foundations of the study of artistic and visual activity of preschool children

Features of artistic and visual activity of preschoolers

The visual activity of children is studied by psychologists from different angles: how the age evolution of a child's drawing occurs, a psychological analysis of the drawing process, an analysis of the connection between mental development and drawing, as well as the connection between the child's personality and the drawing. But, despite all these diverse approaches, children's drawing from the point of view of its psychological significance has not yet been studied enough. This is connected with a large number of conflicting theories explaining the psychological nature of children's drawings (1).

According to some experts, visual activity has a special biological meaning. Childhood is a period of intensive development of physiological and mental functions. At the same time, drawing plays the role of one of the mechanisms for implementing the program for improving the body and psyche.

In the first years of a child's life, the development of vision and motor skills, as well as sensorimotor coordination, is especially important. From the chaotic perception of space, the child proceeds to the assimilation of such concepts as vertical and horizontal. And the first children's drawings that appear at this time, of course, are linear. Drawing is involved in the formation of visual images, helping to master the forms, to coordinate perceptual and motor acts.

As for the characteristic features of children's drawing, they clearly reflect the stages of development of the child's visual-spatial-motor experience, on which he relies in the process of drawing. So, children up to about 6 years old do not recognize a spatial image, they draw only a front or top view. At the same time, training is extremely ineffective: even when learning to draw in circles, children in an informal setting prefer to perform those images that correspond to their level of development and that correspond to their level of development and which they themselves consider more correct.

Graphic activity requires the coordinated participation of many mental functions. According to some experts, children's drawing also contributes to the consistency of interhemispheric interaction. In the process of drawing, concrete-figurative thinking is coordinated, which is mainly associated with the work of the right hemisphere of the brain, as well as abstract-logical thinking, for which the left hemisphere is responsible.
The connection between drawing and the child's thinking is especially important. Awareness of the environment occurs in the child faster than the accumulation of words and associations, and drawing provides him with the opportunity to most easily express in a figurative form what he knows and experiences, despite the lack of words. Most experts agree that children's drawing is one of the types of analytical-synthetic thinking. Being directly related to the most important mental functions - visual perception, motor coordination, speech and thinking, drawing not only contributes to the development of each of these functions, but also connects them together, helping the child to streamline rapidly assimilated knowledge, to formulate and fix a model of an increasingly complex representation. about the world.

The more observant the child, the more inquisitive he is, the more convincing his drawing will be, even with the technical helplessness of the author. Drawing, the child not only depicts other objects or phenomena, but also expresses his attitude towards the depicted by means within his power. Therefore, the process of drawing in a child is associated with an assessment of what he depicts, and in this assessment the child's feelings, including aesthetic ones, always play an important role. In an effort to convey this attitude, the child seeks means of expression, mastering the pencil and paints (5).

Adults who come into contact with the visual activity of the child and want to help him, first of all, need to understand how the child draws and why he draws like that. Taking a great interest in drawing, even the most restless people are able to sit for an hour or two behind a drawing with a concentrated look, sometimes muttering something under their breath, quickly filling large sheets of paper with images of people, animals, houses, cars, trees. Children usually draw according to the idea, relying on their stock of knowledge about the objects and phenomena around them, which are still very inaccurate and schematic.

A characteristic feature of the visual creativity of children at its first stage is great courage. The child boldly depicts the most diverse events from his life and reproduces the literary images and plots from the books he has read that are especially fascinating to him.

Among children who draw, two types of draftsmen can be found: the observer and the dreamer. For the creativity of the observer, images and plots seen in life are characteristic, for the dreamer - images of fairy tales, images of imagination. Some draw cars, houses, events from their lives, others - palm trees, giraffes, ice mountains and reindeer, space flights and fairy-tale scenes.

A child, drawing, often mentally acts among the objects depicted by him, he only gradually becomes an outside viewer in relation to his drawing, who is outside the drawing and looks at it from a certain point of view, as we look (10).

A child who begins to draw thinks with difficulty and conveys in the drawing the horizontal plane of the table in the form of a more or less narrow strip, as it is visible in perspective. He knows that many objects can be arranged on the table and therefore draws a plane without a corresponding reduction. In the same way, when drawing a road, the children spend the whole sheet in its turn, based on their experience - on the feeling of the length of the road along which you are walking.

Presented to themselves, little draughtsmen easily switch to sketching random images or begin to repeat themselves, which leads to a stamp. Older children, who gradually develop a critical attitude towards their products, are often not satisfied with their drawing, they seek advice and encouragement from an adult and, if they do not find it, they are disappointed in their abilities.

All the apparent absurdities of a child's drawing are not due to the fact that the child draws unconsciously, no, the child has his own special logic, his own realistic and aesthetic needs, and this must be remembered.

Children draw with enthusiasm, and it seems that any intervention here is completely unnecessary, that little artists do not need any help from adults. Of course this is not so. The manifestation of adults' interest in the child's drawing and some judgments about him not only encourage him to further work, but also help him understand in which direction he should and can improve in working on the drawing.

A small child reproduces flat figures more holistically than an adult, and at the early stages this reproduction is complete, and at subsequent stages it is in many respects more holistic than the reproduction that takes place in an adult. An exception can only be those cases when an adult in his image strives for a combination of known properties and methods of action of things in a pronounced expressionistic direction. Graphic expression small child indeed in some basic ways akin to Expressionism: how Small child, and the expressionist strives not so much to depict exclusively external-optical manifestations of things, but to reproduce their integral essence, and therefore also to reproduce the reverse side or optically completely non-perceivable properties of a thing.

In the drawing, the cylinder is very often depicted not as the sum or connection of the casing and the cut surfaces, but as a rounded whole from above, below and all around, in the form of one single, highly integral oval. Or, for example, when a child depicts a cube as a square, and this is often the case, this square often means not one separately taken surface of the entire cube, as was usually assumed before, but a compressed expression of the many-sided or even all-round squareness of the cube (11, 25).

A further main feature of early children's drawings, made from simple planimetric or stereometric patterns, is the following: the forms of two or three dimensions to be transmitted do not find their expression in accordance with the object (and, moreover, this correspondence is not here either in the spirit of adult understanding, or in the spirit of understanding children), but mainly according to the effect they have on the observer. This means that the object is not depicted in its isolated material existence.

The child does not transmit at all something that opposes him, separated from him by the abyss that exists between us, adults, and "objects", and which really makes these objects something "opposite" in relation to us. On the contrary, the child often expresses in the drawing primarily the mode of action of the object on himself, since for him the object is intertwined in many ways with his observer and forms a close complex with him. Here we see numerous, very peculiar wholenesses, which are found in a pronounced form only in childhood experiences. In the experience of the child, these wholes encompass, on the one hand, his mental-corporeal primitiveness, and, on the other hand, the thing itself. In them, the decisive dominance over the whole often belongs to the interacting connections between the two poles, between the child and the thing. This dominance goes so far that often the materiality barely peeps out from under the effectiveness of the child's relationship to the thing. The greatest impact of an impression from an optical object lies, first of all, not in the optically perceived qualities of these objects, but mainly in such features that play the main role in the tactile-motor mutual opposition of the child with objects. Thus, the greatest influence should be attributed to the qualities of the object that can be perceived by the tactile-motor way, and due to the tactile-motor effects of the object itself on the child, especially due to the reactive and active response manifestations of the child himself. All these cross-influences are significantly and in many respects superior to the optical, they even often greatly push the optical into the background in favor of other, predominantly tactile-motor aspects of experience, which, as a rule, differ in a very strongly accentuated emotional affective and volitional coloring.

Thus, it becomes clear that the children's graphic representation of these experiences, which, as a rule, do not have optical object as their main point, does not at all consist in a direct transmission or in a copy of an isolated optical one. In expressing these experiences graphically, the child often strives to grasp in some way what is predominantly non-optical. For us, adults, in general, the optical properties and tasks of the optical image in the graphic transfer of an object are of primary importance. However, based on this, we should by no means look for a predominantly optical awareness of an object in a graphic representation of it by a child. On the contrary, the modes of expression that take place in children's graphics are much more indirect. They mediate between us and that extremely many and varied that cannot be transmitted directly by optical means, just because it itself contains a great deal, often almost exclusively non-optical (8).

The best examples of a primitive expression of such a mutual opposition of a child and an object are the representation of corners, for example, of a rhombus, a triangle, or a cube, or the transfer of the point of a cone. The pointedness of all these forms is transmitted everywhere at the early stages of development in the form of a peculiar expression of the dynamics of angles and points and that, mainly, the tactile-motor mutual opposition that exists between them and the child, and not at all in the form of a copying of the corresponding lines or surfaces that form given angle or point. As a graphic expression of the point, we meet here: one or even several rays, sharp growths, swollen, prickly protrusions, or, very often, one solid point placed in the direction of the point.
In all these cases, not only the figurative or spatial character of the angle or point is expressed, but also the interaction between the angle or point, on the one hand, and the child's hand, on the other. Often this interaction is even emphasized almost exclusively, and the preponderance is on the side of one or the other features of the corresponding experience, united in one close complex.
Or, for example, a figure consisting of a square lattice is willingly rendered in the form of a conglomerate of small squares or circles, which should express the presence of holes in the figure and even the very moment of penetration through these holes.

Or, when handing round objects, the child's decision usually involves the fact that these objects can be rolled around, and that there is the possibility of comprehending them all around from all sides. Thus, each time, in one way or another, the vital, active, often multilateral mutual opposition that takes place between the child and the object and often plays an almost exclusive, decisive role in this matter is involved in the graphic representation.