Individual-topological features of development of musical, artistic and intellectual abilities among pre-school age children

Abstract

The high effectiveness of present-day educational programs within the sphere of supplementary artistic-aesthetical upbringing and continuous education of preschoolers may be provided in the light of scientifically based typologies of special abilities at the core of which lie both generic psychological and psychophysical (natural) components. In the presented exploratory-applicative research there is an outline of a solution of several goals related to scholarly research and scholarly practice. On a diagnostic stage, in correspondence with the aim of the research a selection of diagnostic methodologies has been made and a complex diagnosis has been carried out (surveys among parents, consultation of pedagogues, testing of children) with the use of the method of contrasting groups and engaging of respondents from various preschool institutions for development of separate types of abilities. On an encompassing stage the results of expositive statistics are analyzed and a qualitative interpretation of them is carried out. As a result of comparative analysis in the groups of musical, artistic and intellectual development veracious differences are demonstrated: in the manifestation in children of separate types of sensorial sensitivity, which influences their cognitive development; in the distinct manifestation of indications of creative abilities and parameters of creative thinking in correlation with a concrete type of preschool institution and specificity of realization in it of educational programs. On the prognostic-analytical stage with the aid of correlational analysis the preschoolers show the defined specificity (character and closeness) of interconnections of audial, visual and kinesthetic types of perception and processing of information with separate indications of creative abilities and thinking. The conclusions are arrived at about the prognosticate value of examination of the indicated types of as individual-personal predictors of harmonic development of separate (general or specific) capabilities, and adequate recommendations are presented to parents and pedagogues.