Early childhood education faces the challenge of knowing how the child develops his artistic behavior and creative skills to reality.
MODES OF ASSIMILATION OF LEARNING EXPERIENCES AND CREATIVITY
From psychology it has been proven that any experience is capable of being assimilated in two ways:
One of them is learning, in which the child actively assimilates previously developed methods of behavior and modes of action to further improve them. This is the path of evolutionary learning.
The other way is the one that refers to the realization of a creative process, to the appearance of new ideas. This is the way of creativity.
CREATIVITY AND LEARNING IN THE FORMATION OF THE CHILD
Creativity and learning are peculiar by nature, but including delicate relationships that relate to each other are given.
In each phase of the social training process, teachers and psychologists have opted for everything achievable for the child’s perception and interpretation, which will enable him for the subsequent task, setting the foundations by which the child will be guided in their actions.
The action and powers of perception of acquired artistic creations lead children to the first generalizations.
The opportunity to define what the child can and should learn is real. This determines their training content, the necessary knowledge, abilities, and skills that children use to carry out their creative and artistic activities.
The teaching process is not at all an automatic process of assimilation of knowledge and skills. It is a two-way procedure.
When teaching all children some aspects of artistic activity, the teacher should not ignore that artistic qualities are unique. The best bases must be created for each of the minors who attend school in the group. While respecting the validity of the educational objectives, we must take into account the needs of minors.
Only by motivating the child towards independent and responsible artistic expressions, eliciting favorable reactions, and creating skills, can achievement be guaranteed.
The objectives of the development of artistic work should be valued not only by the fact that the child has acted, painted, or pronounced a text in an appropriate and meaningful way, but also by their interest
in this task, by his willingness to be able to be aware of his limitations and by his desire to overcome them. The learning meets your goals if you have a strong sense of teaching and training.
THE IMPORTANCE OF ARTISTIC LEARNING
Children must maintain an artistic position that allows them to appreciate the pieces of art that represent the events of life today. The minor shows his empathy with what is manifested in the form of art and, in this way, enters the universe of creativity. These practices affect the meaning of the child’s life and contribute to improving his mental world.
FUNCTIONS OF ARTISTIC LEARNING
Create an emotional relationship between participants in artistic training and training in the practice of art.
Perceive a taste for beautiful color compositions, drawing contours in the drawing. Encourage children to self-expression and creativity.
Visually understand real life.
CHILD’S ART DESIGNS
In the designs, the child approaches a natural picture of his adventures. The child’s control over the observation patterns for the individual recognition of the elements, their aspects, and the appreciation of their qualities, reinforces the process of development of creative skills and the senses.
When they begin to draw, the schoolchildren combine and distinguish the shades of the colors, and group them in different ways. They manage to distinguish the shape of the object in general, establish its values, contrast with an appropriate geometric silhouette, and combine them by modifying the positions and proportions of the object. This leads to a more precise and communicative expression of the element, to the irruption of the child’s creative vision and the growth of his sensitivity.
Learning stimulates the child to transmit what he knows under the guidance of the teacher to autonomous action. Children exercise their autonomy in ways of doing that they do not yet control, but that appeal to them. A well-oriented study allows children the opportunity to communicate, to know, and to improve themselves.
The children ‘s creativity is the first stage of the beginning of the creative action. In turn, the creative activity of minors can generate interest due to its immediate nature and its novel character. It is necessary to point out the pedagogical and social role of the creative diversity of minors.
The child reveals his understanding of the environment, his position in front of it, and this allows knowing his universe in his pictorial work, the child discovers novelties for himself and new elements of his person for others
