Abdullayeva Feruza

Profi University

Field of study: Preschool Education and Methodology

Puchon University

Master’s student in Educational Management

Types of Visual Activities in Preschool Educational Institutions

Puchon University

Field of Study: Educational Management

Student of Group 1-C

Abdullayeva Feruza Khayrulla qizi

Middle group teacher at Preschool Educational Institution No. 18,

Gulistan City, Syrdarya Region

ABSTRACT

This article highlights the role of visual activities in the comprehensive development of children in Preschool Educational Institutions (PEIs), as well as their importance in the formation of aesthetic knowledge. Visual activities contribute significantly to the intellectual, emotional, and creative growth of preschool children.

Keywords: visual activities, didactic materials, colored pencils, herbariums.

Introduction

Relevance of the Topic

In preschool educational institutions, visual activities help develop analytical and synthetic thinking skills in children whose cognitive abilities are still insufficiently developed. Through visual activities, children are taught to perceive and represent the world through various colors, enrich their imagination, and learn to protect and care for nature and animals.

Object of the Research

The process of conducting visual activity lessons in preschool educational institutions and the observance of safety rules by teachers during the organization of these activities.

Main Part

A. Types of Visual Activities

Types of visual activities refer to the process of depicting objects, phenomena, or imagined images from the surrounding environment using various tools. This is a creative activity primarily based on visual perception and representation, and it is manifested in the following forms:

1. Drawing – Graphics and painting are widely used in preschool educational institutions within this field.

2. Sculpting – The use of three-dimensional forms. This method is applied when children create various objects using clay. It contributes to the development of fine motor skills and sensory perception. For example, children learn to distinguish between hard and soft, big and small objects.

3. Decorative and Applied Art (patterns and ornaments) – This type is mainly used with senior and preparatory group children, as they are capable of decorating with aesthetic taste. Considering the creative thinking and ability of older preschool children to create images, this activity can be effectively implemented.

4. Design Activities – Interior design, exterior design, clothing design, and others.

B. Materials and Tools

White paper, colored paper, and cardboard – Essential materials for creating visual works. In preschool educational institutions, white and colored paper and cardboard are widely used in visual activities.

Handout materials – Cards or various objects appropriate to the age group and topic, which help children acquire new knowledge.

Construction sets – LEGO blocks and sets designed for assembling parts, such as Mosaic, Tangram, and the Columbus Egg. These sets enable children to learn unconventional forms of sculpting.

Herbariums – Collections of dried plants commonly used in education, scientific research, or decorative and applied art. Flowers, leaves, and various plants collected during walks with preschool children can be dried and used in creative activities. For example, dried straw can be used to create decorative fairy-tale characters or animate certain scenes.

Colored pencils – Pencils of various colors used for drawing, coloring, and creative activities. They are generally divided into three types:

1. Standard colored pencils – Wooden pencils used for coloring.

2. Watercolor pencils – Coloring tools that produce color when mixed with water.

3. Pastel pencils – Soft pencils that produce bright and vivid colors.

Porcelain dough – Due to its properties, such as softness, flexibility, smoothness, and ability to take any desired shape, it is convenient for creative activities.

In preschool educational settings, children can also be shown that natural dyes can be obtained by cutting red beetroot into pieces and applying it to paper.

Conclusion

The conducted analysis shows that through various types of visual activities, children enrich their inner world, develop aesthetic taste, learn to perceive nature and the environment, and are taught not to harm them. In addition, visual activities help children understand changes occurring in the surrounding world, including seasonal changes in nature.

Expected Results

During visual activity sessions, children learn to complete tasks in an orderly manner without disturbing others, respect one another, share learning materials, and work collaboratively. Upon completion of the activity, children experience satisfaction and joy from their own work.

References

1. Sakulina, N. R. Drawing, Appliqué, and Clay Work in Kindergarten.

2. Kamorova, T. S. Visual Arts Lessons.

3. Khasanova, T. Sh. Teaching Visual Activities. Tashkent, 2020.

4. Mahmudova, O. A., & Mahmudova, S. A. Technologies of Working with Plastic Materials in the Preschool Education System (Textbook). Tashkent, 2019.

5. Abdirasilov, S. F. Methods of Teaching Visual Arts. Tashkent, 2012.

6. Shodiyev, A. S. Preschool Education Pedagogy. Tashkent, 2018.