THE FORMATIVE SIGNIFICANCE OF AESTHETIC CONTENTS IN EARLY CHILDHOOD EDUCATION – AN ANALYSIS OF ROMANIAN PRESCHOOL CURRICULUM
THE FORMATIVE SIGNIFICANCE OF AESTHETIC CONTENTS IN EARLY CHILDHOOD EDUCATION – AN ANALYSIS OF ROMANIAN PRESCHOOL CURRICULUM

Summary/Abstract: Human beings prove constant receptivity for aesthetic dimensions of world’s components, regardless of their age. The interest of young children for beauty (in its various facets) allows educators to activate it for its instrumental value in developing personalities (the emotional, volitional, moral, cognitive etc. dimensions), and for the benefits of reaffirming aesthetics itself. More than at other educational levels, in preschool education children’s interest for aesthetics is acknowledged, and their aesthetic sensitivity grounds the achievement of all educational aims, by the coherent and proper integration of aesthetic contents into preschool education. The curricular offer for young children includes aesthetic experiences in distinct spaces, related with priority themes appropriate to children’s developmental level (getting acquainted with the natural world, with human/social groups, and with humans as unique individuals). The present study integrates conclusions derived from the analysis of the current Romanian curriculum recommended for preschool education in 2008; main ideas refer to the identity of aesthetic contents and to associated formative meanings, as illustrated in the curriculum, but also beyond it.

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