Always be ready for 0 ~ 1 year, the instinctive period.
In the first year of life, children are faced with two principled cognitive tasks: one is to gradually understand the "material world" around them, and the other is to gradually understand the "human world" around them. Only when children know how to interpret or read objects can they perceive and appreciate the various aesthetic features contained in these objects. In other words, babies' understanding of people and things around them in the first year of life is the basis of their aesthetic cognition in the future. Although newborns have not yet formed an aesthetic psychological structure, they already have the biological and physiological potential for the formation and development of aesthetic psychology. Within a few months after birth, babies have a certain aesthetic perception of the two basic elements of art-shape and color. Although these initial reflections are only instinctive behaviors, these instinctive behaviors will prepare him psychologically for engaging in higher-level artistic activities in the future. Basic color vision appears in a short time after birth, and the color vision ability of four-month-old babies is close to that of adults. Compared with those complicated color mixing, it is easier to be attracted by high-purity colors. Visual stimulation can stimulate the coordinated development of children's cognitive and aesthetic psychological structure. Mother can make some changes to the decorations of the environment when the child is asleep, and the child will find a brand-new world when he wakes up. Montessori believes that the development of babies is the result of the interaction between individuals and the environment. In the first six weeks, a clear outline, especially the sharp contrast between black and white, will attract young children. That is, at this time, the baby will focus on the shape or outline of the object. Around the second month, the baby's visual deviation gradually concentrated in the central area of the observed object. They are increasingly learning to respond to details and overall shapes. So as to understand the characteristics of things and identify the differences between things. This gradually developed perception and cognitive ability is the basis for the development of observation ability and aesthetic ability of infants in the future. About three weeks after birth, babies learn to see the objects in their field of vision now and begin to follow them to divert their attention. Colorful toys can attract children's attention and stimulate their happy mood. At the same time, at this stage, the baby is still in the period of instinctive intuition in aesthetics. Their appreciation of things depends entirely on instinct, and they exchange information mainly through the coordinated activities of vision, hearing and kinesthetic perception. Therefore, when parents attract children to follow objects to divert attention, they should cooperate with interesting language and movements, and can also combine the baby's touch. This awareness of parents is very important. After five months, the baby not only has depth perception, but also prefers to look at three-dimensional objects rather than plane objects as far as plane objects and three-dimensional objects are concerned. The development of depth perception is of great significance for children to form a good sense of space and volume in the future. Good enlightenment in this respect will help children understand the relationship between two-dimensional and three-dimensional painting in the future. Therefore, parents can provide more toys for their children, such as hanging toys, watching toys, holding toys in their hands or tying them to their wrists and ankles ... In the initial stage of children's development, the main feature of their minds is that they rely entirely on perceptual experience. For young minds, things are what they see, hear, touch or smell, so all kinds of sensory stimulation are to stimulate and prepare children's aesthetic perception in the future. Some parents think that their babies are afraid of light and often use curtains to shade themselves during the day and dim the lights at night. In fact, this will limit the development of baby's vision. Let the baby feel the changes such as sunlight, darkness at night, turning on and off lights, etc., which can stimulate his visual development. Everything in the room is colored, and they will reflect irregularly under the sunlight, thus changing the color of indoor light. Adults don't pay attention to this reflected light, but it is said that babies and excellent painters have special recognition ability.
Suggestion:
● Nothing to do with simplicity and complexity: infants (especially 0 ~ 1 infant) do not change from simplicity to complexity, but have nothing to do with simplicity or complexity. At this time, as long as you give the stimulus object, he will recognize it intact. Even if it is such a complex hue of human face, he can feel it truthfully. So parents don't have to worry about whether the pictures they show their children are complicated or simple. In addition, because of the baby's preference for circular patterns, some pictures with circular patterns, or pictures with colors, dots and lines in the middle of a circle, can attract children's attention more.
● Record like a negative: The baby has excellent image learning ability and can remember the stimuli received in brain cells. Although there is no external performance, he is unconscious, but the stimulus object is fixed in his subconscious, just like the negative of a photo, which is recorded in great detail. Therefore, parents should often take their children outdoors to strengthen the stimulation of the external environment on their vision and brain. At the same time, you can show your baby a picture book that can arouse aesthetic feeling, and sing him melodic poems repeatedly, so that your baby's vision and hearing can work together.
● Growing up under the influence of color: Babies grow up under the influence of color from the moment they can see with their eyes. The environment is of great significance to babies. Adults create some visual focus in the environment where babies live, which is beneficial to their observation. For example, decorate some pictures with clear patterns and bright colors on the pink background of the nursery; Hang some brightly colored toys on the baby's cradle or ceiling, such as colored balls and wind chimes. In addition, adults and babies' own clothes are also important visual objects for babies, so adults should also make appropriate choices.
Growth ladder 2
The Joy of Graffiti —— 1 ~ 3-year-old Transition from Instinctive Period to Symbolic Cognition Period
With the development of perceptual ability, children aged 65,438+0 ~ 3 years old gradually transition from instinctive period to symbolic cognition period in aesthetic psychology, and begin to grasp the meaning of images, gestures, sounds and languages in a certain cultural background. Children began to create written words and symbolic and symbolic graphics, and began to doodle freely. Generally speaking, babies begin to doodle unconsciously around 15 months, which is an instinctive kinesthetic reaction in the process of growth and development, and the result of doodling is mostly messy lines. When they were about two years old, they began to enter controlled graffiti. With the development of visual and motor coordination, babies can gradually control hand movements and draw different shapes (such as circles) and lines. The content of children's painting in graffiti period is very simple, with no clear expression intention, and it is abstract to some extent, but this abstraction is not a generalization and refinement of things, but a simplification of concrete performance, but this simplification may be abstract for adults. Children use their unique language of understanding and painting to express things and their relationships. Parents should encourage their children to express themselves in this way, and never use the mentality of adults to evaluate their creations. About 3 years old is a sensitive period for children's aesthetics. Due to the imperfect development of small hand muscles, children around two years old have weak hand control ability, and their graffiti often leaves only scattered, stiff or messy lines. Some children have to go through a long period of disorderly and unintentional graffiti before they can draw a certain figure. In the process of graffiti, children gradually realize the corresponding relationship between body movements and paper marks, and their graffiti gradually changes from intangible to tangible, and the lines gradually become smooth and regular. When they find that the form they draw is very similar to something in daily life, they will experience a strong sense of accomplishment. Generally speaking, the first so-called "tangible" graffiti is round. Graffiti is a child's game. Children are satisfied and enjoy the game itself. Those circles, dots and lines written on paper are alive in their eyes, and he will tell you seriously: this is raindrops, this is bubbles in the rain, this is grass ... graffiti can bring great satisfaction to children and bring them many unexpected surprises and endless fun. With the enhancement of activity ability, children's desire to doodle becomes stronger and stronger. Parents can use all kinds of materials and media to let their children do graffiti exercises, which can promote the development of their perceptual ability and let them understand the diversity of painting symbols and forms. After entering the stage of "symbol cognition", children will show strong lift to some artistic works. They like bright colors and prefer to show animal works ... But they lack a sense of integrity when appreciating the fashion of the picture, and only show strong interest in the specific things they like in the picture. Around the age of three, children's aesthetic feelings began to sprout, and with the embryonic form of aesthetic psychological structure, they began to initially identify some beautiful objects, such as smooth and patterned pebbles and shells. Although they don't know the meaning of beauty yet, they begin to like objects with beautiful morphological characteristics and have a strong sense of beauty, which is the bud of aesthetic attitude.
Suggestion:
● Satisfy children's desire for happy graffiti. Children at this stage like to scribble on the floor and walls. Parents should consciously guide this spontaneous and accidental graffiti behavior, create a good environment for their children and satisfy their graffiti desire. Graffiti can exercise children's fingers and brain, and it is also a good way for children to express and vent their emotions.
● Create necessary environmental stimuli. At this stage, the baby's aesthetic psychological potential develops rapidly, and parents can start with a preliminary understanding of the shape and color of things to stimulate their children's aesthetic motivation and experience. We can paste advertisements all over the wall with a big calendar. Those bright colors and repetitive advertising patterns will greatly stimulate children's vision and arouse their desire for painting. Of course, children's enthusiasm for painting can be stimulated through various media, such as objects, videos, slides and so on. Parents can also read picture books and draw pictures with their children to create a relaxed and happy environment as much as possible.
● Fully mobilize all kinds of perceptual means. Art activities not only promote children's aesthetic development, but also have an impact on children's intelligence and comprehensive ability. Graffiti is a way of children's cognition and emotional expression of things around them, and it is also a means to measure children's intellectual development. Often doodling can promote the formation of children's good observation habits and improve their understanding ability. Parents should encourage their children to express their understanding of things through lines, colors and shapes, and encourage them to boldly imagine and create.
Growth ladder 3
Perception of the world and creation of the world ——3 ~ 6 years old: the period of understanding and creating symbols.
According to Gardner's theory of children's aesthetic development stage, children at this stage are in the stage of "symbol cognition". In other words, children's graffiti period begins to enter the schema period (or stereotypes period) after the transition from the symbol period, and they can gradually use obvious symbols or forms. Individual children have entered the realistic stage and can observe things carefully and express them objectively. They have developed rapidly in graphics and color recognition, which makes it possible for them to appreciate more works. So this stage is also called perceptual image stage. Drawing a closed circle shows that children have the ability to outline shapes, because as long as they add a little to the circle, they will form many symbolic figures, such as apples and the sun. They also strung several continuous circles together to form Sugar-Coated Berry; What connects the same circles is a caterpillar ... this ability is also reflected in other materials. For example, children will carefully rub a long "noodle" with clay, and then connect them into an apple or moon ... After constant practice, they can create, copy and change many complex and creative graphics. For most children, receiving early art education can let them know various painting elements such as lines, figures and colors. At this stage, in terms of graphics and color recognition, their perceptual ability has developed quite rapidly, and they are very interested in artistic activities such as color blending. Moreover, they are always looking forward to trying new materials and expecting that this kind of attempt will bring unexpected results, so this kind of exploration behavior is always accompanied by the invention and attempt of new methods, which is very valuable and worth encouraging. In terms of artistic appreciation and perceptual knowledge, children's perception of content at this stage often precedes form. They can identify the specific objects depicted in the painting. Even foreign works, such as Monet's "Scenery of the Paris Market", can make children feel the lively market very quickly, because there are many people in the picture ... But some non-repetitive or abstract works, such as "the composition of red, yellow and blue", are difficult for children to understand, and they can't spontaneously understand the formal aesthetic characteristics of the works. However, with the intervention of education, children can gradually perceive some forms of aesthetic characteristics of works of art, such as beautiful lines, gorgeous colors and vivid brushstrokes. The development process from the understanding of reproducible works to the understanding of abstract works is a process in which children's aesthetic is gradually perfected and their aesthetic ability is gradually improved. Marking is another interesting content that appears in children at this stage. They often choose marks, underscores and dots to represent their ideas. This is their comparison, abstraction and generalization of image information. The dotted "character" is an abstract symbol trying to express the concept of image, which is helpful to the formation of abstract concepts. It is a great progress in children's cognitive development. In the process of creation, children often need to name their works. However, they often change their ideas with the process of creation. The "puppy" just now may become a "spider", and the original "swimming competition" may also become a "space war" ... but it doesn't matter, eventually the children will work towards a fixed goal until they finish their "masterpiece". Parents should encourage their children to complete their works according to their own creative ideas, and can't accuse him of not being qualitative, nor can he be restricted from creating according to the original goal. Because the process of completing a work is a process of continuous discovery and creation, even an adult artist is a process of continuous improvement and modification from brewing to final completion.
suggestion
● Encourage children to boldly use painting language to express their ideas. For children, many things are difficult to fully express in simple language. So they always try to express what they are familiar with and their inner feelings through painting. They describe lines as steep, slow and swaying, and graphics as full and twisted ... they even say their lines are happy, sad, excited or scared. Children are always good at expressing their feelings with certain lines and figures, and parents should encourage their children to express themselves with this personalized painting language.
● Let children try to use various materials. Children at this stage are very willing to try materials with different attributes and properties. This kind of attempt can enable them to acquire more abundant and independent skills. The real artistic expression brought by various materials will be gradually reflected in their growth process.
● Create an aesthetic environment and carry out systematic art appreciation activities. By the end of preschool, children's art appreciation ability has also developed to a new stage. Parents should try their best to create an aesthetic environment for their children and provide works of art suitable for their age. Because excellent works of art can stimulate children's perceptual ability, make their appreciation experience systematic and objective, and gradually improve their appreciation ability.
● Let children participate in evaluation boldly: the development of aesthetic evaluation ability is an important symbol of children's aesthetic psychological development, and the training and cultivation of this ability is very important. Children around the age of 5 can already evaluate their peers and their own paintings with general aesthetic standards. Parents can inspire their children to understand and evaluate all kinds of works boldly and consciously cultivate their aesthetic ability.