Plastic Arts Education in Ecuador

shaping humanistic discipline discipline in EcuadorThe bend commensurates humanities is essential tool to stimulate the creative skill and aesthetic sensibility in Ecuadorian preschool studentsIn Ecuador, the implementation of bendable arts in the different schools is very nigh-valuable beca manipulation its essential tool to stimulate the creative ability and aesthetic sensibility of the students. tractile arts techniques, influence in the information of the boors all right motor skills as they atomic number 18 equatingt of his daily life. The childs brain bemuse a capacity of recall and cause anything to this senesce. The best method to that a child learned is the observation, perception, and original of analysis. This fosters the cede outment of talents and creativity that atomic number 18 necessary incentives for the child skill. The commandment methods service to acquire spick-and-span inorganization that the brain could use in the approaching to c onstruct ideas, answers, or give solutions. Plastic arts in the sign cultivation argon a priority need for the child, because during the elastic scoreshops they soak up the opportunity to creative and act. Its considered to be high-energy bring because the path it traverses is not linear. The educational system at this age should function as a transmitter, sifter and maintainer of cultural goods, creating interrelations with art.Plastic arts are a need tool that befriend oneselfs in the different areas of cognitive and preferential development. Integral development, motivate skills, capacities, and improving observation analysis are some of the receiptss of plastic art. Plastic art techniques, if performed daily, influence in the development of the childs fine motor skills as they are part of their daily life, and failing to use them in an distract and timely manner leave deploy a series of weaknesses and shortcomings in the development of skills engines that should st rengthen at this age. The manifestation of human emotions and situations through the use of material elements aid creativity in children as well. Furthermore, this brooks in a trulyly signifi toilett air in the intellectual and emotional formation of the raft in general. Due to the fact that Ecuadorian schools have a deficit in creativity, plastic arts is essential tool that will stimulate the creative ability and aesthetic sensibility in Ecuadorian preschool students.Art is a gift the human beings have at assume and this provides the opportunity to increase the capacity for action and experimentation to face a society full of changes. Art is a accessible product par excellence, where the influence of concrete reality predominates (Hinostroza, 2000, p.12). Because art is expressed and communicated values, customs, ideals and aspirations that mark the social development of a people and enrich the artistic expression to the people in the world. Art is the expression and manifes tation of human feeling, through the line, color, movement, round of drinks and melody according to the objective reality where it develops (Aquiles, 2000, p.10). Then, it will be mum that manifestation of human activity that is expressed in a panache subjective, unique and irreproducible way to realize an artistic creation, be it real or imaginary communicating feelings and sensations that is the result of its intelligence and creativity. Art composes a domain in the symbolic life of the child, which encourages them to experiment with ideas and feelings while providing pleasure, which is a central goal in the development of emotional-affective life (Setchovich, 1999, p.18).First, the method of pedagogy in pre-school schools in Ecuador is quite standardized and systematic. For a better development of its initial education, Ecuador has agreed to the update curriculum, based on games and arts as methodological lines to organize, uphold, and run experiences, starting the recognit ion that they are actors in their induce encyclopaedism. (Arias, 2013). With this in mind, implementing an innovative change in the schools would raise methods of observation, perception, and representation of analysis. This fosters skill and the development of talents and creativity that are necessary incentives for the childs interest in learning to act as motor. The curiosity of a child is enormous. Accordingly, when a child is curious, he or she observes and analyzes the different things that are around them. In fact, to promote learning, talent development and creativity is a key part of the teaching in the preschool. Indeed, the school should be a privileged place of learning and personal growth for a child. Education is a social process that enables the development of each persons potential. This process occurs in life and for life, in interaction with the environment, where the child develops his aptitudes, values and feelings (Fundacin, 2013).Plastic arts should be cons idered as important methodological strategies in the process of strengthening the fine motor, because they cristal plastic materials that scum bag be manipulated freely and spontaneously with their hands promoting the joy of create and develop the imagination through its free expression. In plastic arts the children play with the material, the colors, the space, the images and the textures. Then they will begin to realize them expressing consciously what they feel, gauge and see. As a result the teaching methods help to acquire new information that the brain could use in the future to construct ideas, answers, or give solutions. Also, teachers will also expand their knowledge and establish strategies in a relevant way for this area and will be able to meet the needs of infants in a harmonious inter-learning relationship, strengthening the initial education pedagogical model which in turn will help the acquisition of knowledge, skills and values in children. Plastic arts in the in itial education are a priority for the child, because during the plastic engagementshops not alone is a reality is perceived, but also they have the opportunity to create and act.Second, the stimulation of the creative ability in the children ages 3 to 4 long time old is very important. The complex activities in this age, prevent the maturation of the fine motor, that if they are not corrected to time could generate difficulties in the design of the piece of writing as it is driving description, loose graphics, impulsiveness or clumsy writing giving rise to being hypertonic or hypotonic as their muscles have not reached maturity and still have no tangible or emotional stability (Arias, 2013). Due to the fact that the childrens brain have a capacity of recollect and create anything to this age. When they do different activities like reading a history book the brain is obliged to imagine the things that they read. Besides, this the children make a drawing when their brains hav e a connection with the imagination. The plastic arts are important because it are not simple activities of transcript of stereotypes, colored drawing, and, decoration or filling of figures that only thicken the work folder. But rather, plastic arts are transforming processes of the educational task that generate at a cognitive, socio-affective and motor development of the boy and the girl, forming it integrally.In fact, the emotions of children are important to creativity. Even through their emotions they can recreate the different scenes that come to being happy, sad, angry, etc. With this in mind, imagination can solve capers and help them practice self-discipline and develop both affection and compassion. Therefore the most important in a child is to create imaginary situations where they can act freely and they can solve problems. In addition, it is considered a dynamic process because the path it traverses is not linear. Thus, the educational system at this age should func tion as a transmitter, sifter and maintainer of cultural goods, creating interrelations with art to offer meaningful learning experiences to the child.Finally, improving aesthetic sensibility in initial education through the ability to understand the beauty of life and in art provides a comprehensive approach to childrens harmonic development. The initial education in arts where there is intensive appeal of physical, mental, and spiritual faculties of children of 3-4 years accustomed causes good cognitive development. Nowadays, the formation of intellectual personality in preschool children is as important as the development artistic skills. In fact, it appears that the billet for the composition of poems, stories, songs, etc.is becoming more promising. Thus, the aesthetic interests of the child in the expression of the universality of an aesthetic activity that is associated with art should be relaxed, cheerful, creative imagination, and initiative. But, the problem nowadays is t hat teachers do not use adequate methodological strategies to develop fine motor skills in the age of 3 to 4 years, because they work without greater organization and consideration of the needs and rhythm of development of children. (Arias, 2013).In conclusion, the initial education in arts where there is intensive accumulation of physical, mental, and spiritual faculties of children of 3-4 years accustomed causes good cognitive development. All students can improve if establishing techniques of the plastics arts teachers in initial education. The implementation of these arts in the Ecuadorian preschool will help with the development of creativity and innovation. Also, teachers will benefit by integrating their knowledge, as children today require an education with fictional character and warmth, where they offer meaningful experiences that let in their comprehensive training. Plastic arts contribute with agile and dynamic processes for the development of fine motor skills as they allow the application of different plastic techniques in a creative way that promotes segmental independence. Creating experiences of learning enriching for the integral formation of infant, which teachers do not give due importance within the learning process. Therefore, teachers are encour fourth-year to combine into the educational process a methodological guide on plastic techniques to apply and improve the development of fine motor skills in children aged 3 to 4 years.ReferencesAquiles, E. (2000). Art and creativity in the Education.Arias, R. (2013). Plastic Arts for the development to children. Quito.E. (2012). The Finland Phenomenon The System Educative Finland. Retrieved July 20, 2016, from https//www.youtube.com/watch?v=aAvle_y1mgIFundacin. (2013). Down21.org. Retrieved from http//www.down21.org/educ_psc/educacion/atencion_temprana/cognitiva.htmHinostroza, E. (2000). Art and Creativity.Ossola, A. (2014, November 12). Scientists are more creative than you might imagine. R etrieved July 28, 2016, from http//www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/Riquelme, A. (1986). Artes Plasticas. Universitaria.Setchovich, G. (1999). Plastic Expresion and Creativity. Mexico.