FEATURES OF THE FORMATION OF ARTISTIC CREATIVITY OF CHILDREN 4–5 YEARS OLD USING DRAWING IN THE CONDITIONS OF SCHOOL

The article examines the results of an empirical study of the development of artistic creativity in drawing in four- to five-year-old children. The development of drawing as one of the types of children’s artistic activity was evaluated according to certain criteria: artistic perception and artistic-aesthetic emotions and feelings; independent and creative artistic actions; artistic-aesthetic evaluation, and cognitive, emotional-valuable, and behavioral were the structural components of the formation of four-five-year-old preschoolers’ creativity in drawing. The authors of the article focus on the general indicators of artistic creativity of children aged 4–5 years, which were focused on: enthusiasm for artistic activities, originality in creating artistic images in drawing. The study of the peculiarities of drawing as one of the types of artistic creativity of 4–5-year-old children took place on the basis of the methodology developed by the authors, which consisted of the following methods: conversations with children; experimental tasks of a creative nature in drawing, observation of the process of creativity in drawing; survey of educators and parents. It was found that the vast majority (30 %) of 4–5-year-old preschoolers are characterized by a low level of development of artistic creativity, which is manifested in their artistic activity, 53 % of four-five-year-old children have an average level of artistic creativity. The least number of four- to five-year-old preschoolers (17 %) were found, who have a high level of artistic creativity. In total, 83 % of children of the middle group of SEN are characterized by an insufficient degree of formation of artistic creativity in drawing. Studying educational influences on the development and improvement of artistic creativity, it was found that teachers of special education do not sufficiently assess the potential of drawing in the development of children’s creativity and use a limited arsenal of tools in the educational process. The vast majority of educators only sporadically help four- to five-year-old children master the most significant means of drawing, forming the artistic skills of preschoolers, and very few educators cooperate in this regard with children’s parents. Only a small number of teachers interact with parents of middle school students on this issue. Also, not all educators correctly understand the very phenomenon of children’s creativity, although they emphasize its focus on learning about the world, but they are not sufficiently aware of how it should be supported The educational influence of parents on the artistic creativity of 4–5-year-old children cannot be called systemic. The vast majority of adults are not interested in the development of children’s creativity in drawing, only about half of parents are interested in expanding the means of drawing. At the same time, a small part of the children’s parents is determined to cooperate with teachers of special education in this context of the educational process.