Drawing is one of the most important means of understanding the world and the development of knowledge of aesthetic perception, since it is associated with the independent, practical and creative activity of the child. Teaching drawing at preschool age involves solving two interrelated tasks: firstly, it is necessary to awaken in children emotional responsiveness to the world around them, their native nature, the events of our life; secondly, to form their visual skills and abilities.
In the process of drawing, the child improves observation, aesthetic perception, artistic taste, and creativity. It should be noted that almost all children draw with specific sketch pencils, and subsequently very few are engaged in drawing. And this means that at preschool age, drawing should not be an end in itself, but a means of learning about the world around. The problem of drawing by older preschoolers by means of non-traditional artistic techniques is determined by the interest in studying the features of children's art and the dependence of its development on the possession of the image.
However, until recent years, teaching children to draw was considered only as the assimilation of realistic drawing by children by means of manual techniques, the variety of which was manifested only in the variety of learning properties, the variety of graphic, including printed techniques, was not studied, was not investigated for their use in children's drawing as means of increasing the expressiveness of images and objects depicted by children, which was the reason for calling these techniques "non-traditional" for preschool education and choosing them as an object of pedagogical research on drawing a portrait in senior preschool age.
The great French educator of the 18th century Denis Diderot said: "A country in which they would teach to draw, as they teach to read and write, would soon surpass all countries in all sciences, arts and crafts." And this idea today sounds so relevant and true that no one dares to challenge it. Of course, not all children will become artists, sculptors, but the time when they can freely create, when the aesthetic perception of the world is formed is very limited. Only in childhood is the visual activity the leading line of personality development. Through it, he perceives and reflects the world around him and his attitude towards it.
Having studied the programs for teaching children to paint in kindergarten, I notice the main directions in my educational work. Practicing technical skills. Education of emotional responsiveness in the perception of the world around and the ability to convey their impressions in fine works using various means of expression. Teaching the ability to depict objects and phenomena, conveying their images expressively through the creation of distinct shapes and color matching. These tasks are solved by me throughout the entire preschool age and are concretized taking into account the age and psychological characteristics of each period.