Karakteristike dječjih likovnih radova u ranom i predškolskom odgoju i obrazovanju

Likovni odgoj i obrazovanje važni su za cjelokupni razvoj predškolskog djeteta. U razvoju djetetovog likovnog izražavanja istodobno je isprepleteno nekoliko različitih procesa sazrijevanja i učenja, od razvitka psihomotorike ruke i šake, djetetovih znanja i spoznaja o okolini te prijelaz iz intelektualnog u vizualni realizam. Svaki odgojitelj za kvalitetan rad u vrtiću trebao bi poznavati psihološku i pedagošku pozadinu dječjeg likovnog izražavanja i njegov razvoj. U početku se dijete izražava motoričkim pokretima ruke i lakta što u njemu izaziva radost kretanja i ostavljanja traga na papiru. Likovni izraz u najranijoj fazi još nije vođen idejama. Kada dijete počinje imenovati likove koje je nacrtalo možemo zaključiti da postoji poveznica između dječjeg iskustva i onoga što je preneseno na papir. S vremenom dijete radi finije pokrete rukom i pomiče šaku prilikom crtanja. Na kraju prve faze razvoja likovnog izražavanja spajaju se oko, um i ruka. Ideja kao pokretač likovne aktivnosti javlja se u fazi složenih simbola gdje se na crtežima pojavljuje sve više detalja i pojave koje interesiraju dijete. Svako dijete likovnim stvaralaštvom prenosi određenu poruku. Kako bi bolje razumjeli dijete potrebno je učiti o njegovom načinu razmišljanja i viđenja sebe i svoje okoline. Rad je nastao iz želje da se u likovnim radovima djece pronađu karakteristike dječjeg likovnog izražavanja koje možemo pronaći u literaturi likovnog odgoja i obrazovanja. Likovna aktivnost provedena je s 28 djece dobi u rasponu od 4 godine i 6 mjeseci do 7 godina.Visual education and upbringing are important for the overall development of the preschool child. In the development of the child's artistic expression, several different maturation and learning processes are interwoven, from the development of the arm and fist psychomotor, the child's knowledge about the environment and the transition from intellectual to visual realism. Every kindergarten educator should know the psychological and pedagogical background of the child's artistic expression and his development. At first, the child expresses himself by the motoric movements of his arm and elbow, with the joy of moving and leaving traces on paper. The visual expression at the earliest stage is not yet guided by ideas. When a child begins to name the characters he has drawn, we can conclude that there is a link between the child's experience and what has been transferred to the paper. With time, child makes more fine movements by arm and starts to move his hand when drawing. At the end of the first stage of artistic expression, the eye, mind and arm are combined. The idea is the initiator of visual activity at the stage of complex symbols where phenomena that interest a child appear and we may notice more details in the drawings. Each child transmits a certain message to artistic creativity. In order to better understand the child, it is necessary to know about his way of thinking and seeing himself and his surroundings. The work was born from the desire to find the characteristics of children's artistic expression in the art works of children found in the literature of visual education and to compare the differences in the age and gender of children. The activity was conducted with 28 children ages ranging from 4 years to 6 months to 7 years