The relation motive - teaching content in stimulating cognitive abilities through artistic activities at preschool age

Abstract

The holistic approach to mastering the concepts that are essential in early childhood (UNESCO,2002) encourages preschool teachers to engage in the educational process strategies focused more on thecomplete physical, emotional and psychological development of children than on the traditional methods ofimplementation of narrow subject content. Art education bears the potential of practical implementation andinstrumentality at a formal and non-formal level: not only the acquisition of knowledge and skills, but also ofvalues, behavior and attitudes relevant to the modern process of acculturation.The developmental domain "Intellectual development and general knowledge acquisition" of theProgram for early learning and development includes activities aimed at introducing, naming, distinguishing artconcepts, techniques and materials. The implementation of such a complex system requires special expertisein planning and professionalism in the realization of educational contents. The whole approach is furthercomplicated by the necessity of introducing different aspects to explain a concept.The text presents examples of defining educational content of the teaching subject art education of25 preschool teachers, obtained in the course of realization of regular hospitations of students from thePedagogical Faculty "St. Kliment Ohridski" in Skopje in the period March / April 2015, as well as the opinions of25 students about the aspects of planning art activities at an early age. The conclusion suggests that there isinsufficient differentiation of the relationship educational content - motive in defining content in art education,which in turn requires professional and imaginative approach in the exact defining of the activities in arteducation.