ARTISTIC AND CREATIVE COMPETENCE OF PRESCHOOLERS: PSYCHOLOGICAL PREREQUISITES AND PRACTICAL ASPECTS OF FORMATION

The article contains a justification of the relevance of the problem of the formation of artistic and creative competence in preschoolers. Approaches to defining the concept of "artistic and creative competence" have been analyzed. The psychological prerequisites for the formation of artistic and creative competence have been determined. It is noted that preschool age is sensitive for the development of creative potential, and age-related changes in cognitive, emotional, social, and motor development create optimal conditions for the formation of artistic and creative competence. It was found that emotions play a significant role in the formation of artistic and creative competence. Children who actively express their emotions become more open to new ideas, more creative in finding solutions and are able to immerse themselves more deeply in the world of art. It was determined that play as the leading type of preschooler's activity creates a significant role in the formation of artistic and creative competence. It is the main form of children's activity, an important tool for self-expression and imagination development. It is emphasized that the importance of art therapy as an effective tool that parents and educators can use to support the emotional and creative development of children. Thanks to various types of art, such as music, choreography, theater, drawing, sculpting, children get the opportunity not only to express themselves, but also to develop creative abilities, increase self-esteem and relieve emotional tension. Using of various materials in artistic activities, such as paints, plasticize, paper, fabrics and others, allows preschoolers not only to improve their motor skills, but also to develop coordination of movements and spatial thinking. Parents and educators, using art therapy, create a favorable environment for the harmonious development of each child's personality.