РОЛЬ ЗАСОБІВ ЕСТЕТИЧНОГО ВИХОВАННЯ У РОЗВИТКУ ОСОБИСТОСТІ МОЛОДШОГО ШКОЛЯРА

Анотація. У статті досліджено проблему використання різних засобів з метою естетичного виховання молодших школярів. Визначено, що початкова ланка освіти покликана сформувати в учнів цілісне світосприймання і світовідчуття, забезпечити розвиток естетичних ідеалів і смаків, почуття відповідальності за збереження культурних надбань суспільства. Обґрунтовано вплив засобів мистецтва на естетичний розвиток молодшого школяра. Показано, що могутнім засобом естетичного виховання молодших школярів є краса природнього середовища. Annotation. This article deals with the problem of using various means for the purpose of the junior pupils’ aesthetic education. It is noted that the initial link of education is intended to form complete worldview and attitude of the pupils, to ensure development of aesthetic ideals and tastes, a sense of responsibility for preserving the cultural achievements of society. The influence of the means of art on the junior pupil’s aesthetic development is well-grounded. It is revealed that the powerful means of the junior pupils’ aesthetic education is the beauty of natural environment. The personality’s aesthetic development has played and plays an important role in the person's life at any stage of its formation. It requires availability of specially organized pedagogical influence on the individual's feelings and consciousness through the leading forms of its communication and activity. Surrounding world is constantly changing. New achievements in various fields faced by a person encourage it to develop in various directions, in particular, and aesthetically. A special role in aesthetic development belongs to elementary school where foundation of its preparation for life is laid, intellectual, spiritual and physical formation of the personality is provided. The junior pupils are attracted to art at elementary school and their involvement in music and artistic and creative activity is realized there. Primary school age – is the most favorable period for the comprehensive development of the personality. The reason for the low level of the elementary school pupils’ aesthetic development one can consider not the peculiarities of their development, but ineffective methods of the teachers’ work. In order to form purposefully the pupil’s aesthetic culture, the teacher must clearly understand this culture, which psychological and pedagogical processes are based in it and how these factors affect the child