Artistic and aesthetic activity as the condition of emotional welfare of children of the fifth year of life

The emotional well-being of children in the middle preschool age is discussed and description of the empirical research on the formation of emotional well-being in children of the fifth year of life in artistic and aesthetic activities is presented. The possibility of successful deve- lopment of the emotional sphere of children, including the state of emotional well-being in music, pictorial, theatrical and gaming activities is shown. The main indicators of emotional well-being: the level of the child’s relationship to himself, peers, adults, the general emotional tone, the ability of the child to determine the emotional state of another person, the level of empathy (sympathy) that the child demonstrates in verbal and non-verbal terms. The contents of the classes include assignments for the development of emotional expression, the formation of children’s experience of emotional response in the process of acquaintance with the alphabet of expressing emotions, the implementation of a complex of plastic-pantomime sketches and emotional-sensory games. The content of classes and cultural and recreational activities is aimed at enriching the emotional experience of preschool children, the formation of a positive attitude towards peers, the skills of interaction with peers and adults, the development of child-parent relations. The conducted research has shown that children’s artistic and aesthetic activity is a means of organizing the affective component of the child’s personality, an important condition for his emotional well-being and positive personal development.

emotional well-being, artistic and aesthetic activity, children of the fifth year of life