The notion of beauty in the preschool child

Abstract

Education in Mexico seeks to comprehensively develop students at all educational levels. In preschool, the comprehensive development of the student includes work with art and even when this has been taken into account, it is important to point out that it is often used as a complement to which little importance is given in comparison with mathematics, language or science content. It is noted that in the training of future preschool teachers, topics of artistic education are discussed, but with little or no reflection on the relevance of training children in aesthetics. The objective of this article is to analyze theoretical foundations of the notion of beauty in preschool children as a component of aesthetic training, understood as an integral process that fosters the cognitive, emotional and sensorial development of children in the artistic field. The interest arises from qualitative research, of a theoretical nature, with an analytical reflective approach entitled aesthetic training in the intellectual development of future teachers of the bachelor's degree in Preschool Education (LEP) (Aguilar & Konstantinovich, 2024) that was developed at the Normal School No. 3 of Toluca. The questions that guide this writing are How can the notion of beauty be formed in the preschool child? and What aspects does aesthetic training involve in children? the assumption assumes that the work of the preschool educator is fundamental in the aesthetic training of children by encouraging them to participate in aesthetic experiences inside and outside the classroom which allow them to form the notion of beauty. In this way, the analysis seeks to contribute to the understanding of aesthetic training in preschool education as a fundamental tool for comprehensive child development.