CONTENT OF ARTWORK IN A PRESCHOOL EDUCATION INSTITUTION

Abstract

This article focuses on the content of artwork for preschool children and the implementation of educational tasks by the teacher in this context. It emphasizes that today, handicraft is considered not only as a means of developing fine motor skills, but also as an important tool for forming children's object-practical, technological, and artistic-creative competencies. Artistic labor combines labor (work, actions, production) and aesthetic (pictorial, fine art, decorative) activities, therefore, the preschool education teacher must successfully use these opportunities.It is emphasized that the content of artwork with preschool children is realized through the assimilation of ideas about its types, understanding the possibilities of artistic and productive activity; mastering the skills of fine, decorative, constructive activities; improving artistic and creative abilities; acquiring experience in elementary artistic and ethical evaluation of the environment and works of art. In general, handicraft is aimed at developing children's artistic perception and practical skills. Children work with a variety of materials and tools, creating useful and beautiful products for games, holidays, and everyday life.It has been proven that engaging in artwork in a preschool education institution involves the teacher performing the following tasks: expanding children's knowledge about the environment and work, developing intelligence; forming labor, technical and artistic skills of working with available resources; teaching planning, organizing and evaluating work; enriching the emotional sphere and aesthetic feelings; cultivating moral and aesthetic values; introducing national and world culture; improving creative abilities. To do this, he can use the following forms of work: classes of various types, orientations, themes; excursions; exhibitions, festivals, fairs, children's work competitions; art projects, art weeks, etc.