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METHODS AND TECHNIQUES FOR TEACHING PRESCHOOL CHILDREN TO
VISUAL ARTS
Nematova Shirinoy Nizomiddinovna
Bukhara State Pedagogical Institute
Teacher of the Department of Preschool Education
Abstract:
This article discusses the importance of teaching preschool children to visual arts, the
role of visual arts in a child's life, methods and techniques for teaching visual arts, practical
methods, oral methods, conversational teaching methods, and the development of aesthetic
perception in children.
Keywords:
Teaching methods, demonstration methods and teaching methods, use of nature, use
of pictures, analysis of children's work, oral methods and teaching methods, conversational
teaching method, practical methods, fiction.
Visual activity is the main means of providing aesthetic education to children.
Distinguishing the size, shape, color, and location of each object in space are parts of this
aesthetic perception. The development of aesthetic perception in children is associated with a
deeper perception of color, rhythm, and proportion. When children perceive or reflect the
diversity of color, shape, and its combination, they will enjoy and benefit from the diversity of
color combinations.
The development of aesthetic perception in children teaches them to give an aesthetic assessment
of the subject and some of its qualities. It educates them to understand works of fine art, to
develop feelings and attitudes towards them. Visual activity plays an important role in the
development of artistic creativity in children. The artistic and creative growth of children is the
acquisition of the necessary skills for figurative thinking, aesthetic perception and image creation.
For example, a walk in nature, an excursion in the fall.
Through the aesthetic feeling that arises when observing objects and things or the environment,
educators can cultivate qualities such as a fair assessment of the work of people around them and
love for their homeland. The main task of artistic and moral education is to help children do their
work more beautifully and well, to create something that others like and that makes them happy
when they see it.
Teaching methods - according to the definition accepted in pedagogy, are defined as the
only way chosen to solve the problem posed. They are the methods of teaching the entire activity
of the child and the educator in the lesson - a separate auxiliary tool, which does not determine
the nature of the activity in the lesson, it has a narrow meaning in education. Some methods do
not determine the general direction of the lesson , but are manifested as a method. For example:
at the beginning of the lesson , a poem (story) is read to arouse children's interest in the task,
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 24
while in other lessons, the poem serves the educator, that is, it is used to organize the beginning
of the lesson.
In the preschool educational organization, children's independent work plays a large role , but
this independent work does not include children's solving complex problem problems, because
such complex problems require a long time. The remaining methods are more difficult for
preschool children, because almost all of them are related to solving problem problems. The
main group of methods that are specific to preschool educational institutions is game methods,
and these games can be used in various methods.
Descriptive There are the following methods of teaching activity :
1. Demonstration method and teaching methods.
2. Use of nature.
3. Use of images.
4. Analysis of children's work.
5. Oral methods and teaching methods.
6. Conversational teaching method.
7. Practical methods.
8. Using images from fiction.
Demonstration method and teaching methods
. Observation method Descriptive
constitutes the general basis of the educational system for children . Because it serves as an
important factor in studying , knowing and reflecting the environment . The more children
develop the skills of observation, establishing contact with the surrounding world ,
distinguishing between generality and individuality, the more the development of children's
creative abilities will depend.
But observation alone does not fully enable one to describe what one sees. It is necessary to
teach children important methods of description and ways to use various description materials .
Demonstrative methods and teaching methods include the use of nature, reproductions of
paintings, models, and other visual aids, examining individual objects, demonstrating methods of
illustration by the educator, and showing and evaluating the work completed by children at the
end of the lesson.
Use of
nature . Illustration In the activity , the use of nature is understood as the
depiction of an object and phenomenon by observing it . . When working using nature , the
appearance of the object is depicted from a certain point of view, taking into account the position
of nature in relation to the eye of the person drawing . This feature of depicting from nature
contributes to the development of a special perception during the lesson .
is the child's perception , an object depicted on a plane (picture, applique) is perceived only from
one side. When making and constructing objects from clay, children should be able to turn the
object and analyze the volume and shape at different angles.
look at some of the features of using nature when working with preschool children .
Using nature in exercises first of all facilitates the work of memory for children, the child
can analyze and describe nature without having to look at the object. In exercises, an object
should be chosen as nature, its shape should be simple, its parts and pictures should be clearly
shown. When introducing children to nature, the educator should analyze its parts sequentially,
correctly placing words in their places. For example: if children have to describe a tree branch in
a large group , they should describe the spatial position (verticality) of the branch, whether its
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ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
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branches grow to the left or right, whether it has many leaves or few leaves, whether it is dark
green or light green.
Nature facilitates the work of memory, because the process of depiction is combined with
perception, helping to correctly understand and convey the shape, structure, and color of an
object. Regardless of the abilities of preschool children aged 4-5, there is a specific difference in
the way children analyze the depicted object and work with this nature, compared to the work of
a school student or artist with nature.
For preschool children, the drawing should be simple in shape, with clear lines. For example:
children draw a car from the side, a doll from the front, and they cannot convey its size. If there
are many children in the group , 2-3 identical objects are placed so that they look the same to
everyone. The educator examines the object together with the children , facilitating the analysis
process and directing it with his words and actions. This process requires a certain culture of
perception, developed analytical thinking. Such skills begin to develop in children at the age of
5-6.
At this age, children try to compare their work with nature. For example, when depicting spruce
branches in nature in a large group, children place the branch in space (vertically or obliquely)
and draw the number of branches on the branch, their sizes on the left and right sides, in dark or
light colors. As nature, you can use branches, leaves, flowers, fruits and vegetables, toys, animals,
transport, and people depicted in the picture. It is impossible to use live birds and animals as
nature. Their movements and sounds distract children from drawing, prevent children from
perceiving the subject in the right position, and focus their attention on one point.
Thus, the method of using nature encompasses the entire content of the lesson . The first analysis
of the subject consists of comparing the shape, structure, and color of the depicted object with
nature, and evaluating the children's work by comparing it with nature.
The method of using nature can also serve as a method . For example: when drawing on a
voluntary topic, doing clay work, applique , or building, the child asks the educator for help, and
the educator can place that toy in front of the child.
Thus, the use of nature as a teaching method embodies the entire process of depiction:
primary analysis of the subject;
comparing the image to nature;
compare the shape, condition, and color of the result;
by comparing the resulting drawing and nature .
Examining objects in the lesson
. In small and medium groups, individual objects are
often shown at the beginning of the lesson. In order to focus the children's attention on the task
and to activate their imagination, the children are shown a ball, ribbon, shovel, etc. During the
rest of the lesson, the children draw based on their imagination. They cannot compare their
drawings with the objects they have seen and do not refer back to their perception of the objects.
In a large group,
there is also an opportunity to examine objects . For example, before
drawing or making an object on the theme of the fairy tale "The Three Bears" , the educator
invites children to examine a toy bear, determine the main features of the shape of the object and
the proportions of individual parts, and then observe the changes in these individual parts in
relation to the rotation of the object. Children depict the exact episode of the fairy tale they
choose in the drawing, in a position appropriate to this episode.
Using examples.
Using examples is more related to the teaching method. To develop the general
aesthetic taste of children, it is necessary to show them beautiful objects. For example: carpets,
vases, embroidery, etc.
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In decorative drawing classes, children not only reflect the objects they see and redraw
the patterns on them, but also learn to independently reflect the patterns, adjust the bright colors
and shapes. Therefore, at the initial stage, children draw the elements of the pattern from the
sample, and later change the position and color of the elements.
After children have acquired a certain skill , several different models can be presented to
the children. In some classes , the teacher places a model and the children look at it, get
acquainted with it, and work independently without the teacher's instructions. When drawing a
picture with a subject or making an object, the model is placed not for copying , but to determine
the perception of the depicted object.
Using pictures. Pictures
serve mainly to determine children's perceptions of the
environment and to explain methods and tools.
Studies by educators and psychologists show that children as young as 2 years old
understand a picture as a representation of an object. However, understanding the relationship
between the characters in the picture , that is, their actions, occurs later, at the age of 4-5 . For
example, a 2-year-old child says that the animals in the picture are "standing", while a 4-5-year-
old child says that they are "talking", "walking", "coming", etc.
Children's observations are often short-term (for example, observing animals in an urban
environment). Therefore, the use of pictures helps to re-perceive and identify the main features
that are characteristic of the next image. Pictures are needed in such situations : when the desired
object is not at hand, or when it is not, they serve to introduce some methods of drawing on a flat
surface. For example, the educator shows children a picture to explain a distant object .
In real life, children perceive distant objects as being on a line, and in the picture, the teacher
shows and explains that the objects are moving away, and from the age of 6, pictures can be used
for this purpose. Looking at the picture , the child understands that the earth is not drawn with a
single line, but with a wide strip of land, that objects that are moving away are higher, and those
that are closer are lower and are located at the edge of the paper. If the picture is left in front of
the children during the lesson , the children will get used to copying without realizing it . At this
age, children should draw pictures not by copying, but by creativity. Sometimes during the
lesson , it is necessary to show the picture to the children to identify some parts. Then the picture
is taken away , because the children begin to copy.
The use of pictures is mainly used to clarify the child's ideas about the environment and explain
the methods of description . However, it is impossible to put pictures in front of the child from
the beginning to the end of the lesson, because he will immediately switch to mechanically
copying this picture. He is not interested in why some situations are depicted in this way, why
not differently, which leads to the child's imagination being limited . However, the child should
learn to correctly determine the spatial location of objects by describing them on the basis of
these pictures.
For example, when depicting a natural landscape, it is taught that the houses in the
foreground should be larger, the trees in the background should be smaller than the houses, and
the mountains further away should be even smaller.
Sometimes during classes, some children have difficulty describing something. For this, the
educator can show the child a picture of the object that has already been drawn. After the child
has identified some details with the help of the educator, the educator should slowly remove the
picture without noticing, because as we mentioned above, the child will move on to copying.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 27
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Nizomiddinovna, NS (2024). CREATIVE APPROACH TO EXERCISES ON THE BASIS
OF "ILK KADAM" STATE PROGRAM. International Multidisciplinary Journal for
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3. Nizomiddinovna, NMS (2023). FORMATION OF CHILDREN'S COMMUNICATION
SKILLS IN CORRECTIVE PEDAGOGY. Journal of new century innovations , 26 (3), 163-
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4. Nizomiddinovna, NMS (2022, April). PEDAGOGICAL TECHNOLOGIES IN SPEECH
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