Abstract:

The cultural-aesthetic attitude to reality can be viewed from different perspectives. One of these positions is the understanding of the cultural and aesthetic relationship as a special form of interaction, which includes several subjects simultaneously (the parent is art, the student is art, the teacher), resulting in a special worldview that later takes the form of personal attitudes that obey the moral and moral Norms.
Thus, the main goal of our research is to substantiate the significance of the development of the emotional sphere of young children by involving them in theatrical (drama) activity, so as the emotional condition of children that underlies the formation of the basic qualities of the individual, one of which is the cultural and aesthetic attitude to reality.
The article reveals the concept of "attitude", which is considered by the authors from the standpoint of psychological meaning (V.N. Myasischev) and cultural-aesthetic (L.P. Pechko, I.V. Aryabkina). At the same time, the authors note the important role of the cultural-aesthetic relation to the reality, which is successfully formed precisely in creative activity. Theatrical and creative activity contributes to the emergence of "smart emotions" in younger schoolchildren (Vygodsky L.S.), which are the motive for the harmonious development of the child's personality, its adequate perception of the reality of the world's picture, and the realization of its knowledge for the purpose of making this world and its destination in him.
The study of the formation of the cultural and aesthetic attitude of young children to reality was based on theoretical methods (analysis of the philosophical, psychological, pedagogical and scientific methodological literature of educational and methodical documentation on the basis of analysis, synthesis); general methods: modeling, comparison, study and generalization of pedagogical experience on the research problem, conceptualization of educational practice, empirical methods (observation and analysis of the practical activities of teachers and children in the context of experimental work in accordance with the developed model for the formation of cultural and aesthetic relations of children of younger age to reality).
In this article, the authors describe the emotional-sensory criteria which can help to determine the level of the formation of a cultural-aesthetic relation to reality in detail. This criterion includes such indicators as emotional intelligence, emotional responsiveness, the ability to empathy, the ability to adequately assess, the presence of artistic and aesthetic needs and emotional-aesthetic preferences. To measure these indicators the authors used a variety of diagnostic techniques (Test emotional intelligence, N. Holl (N. Holl), "Express Diagnosis of Empathy" (I.M. Yusupov) and others).
52 students took part in the experimental work. As a result of complex diagnostics, intermediate results were obtained and they allowed the authors to note positive changes in the emotional sphere in the process of involving participants in theatrical and creative activity. As a result, it was found that the work on developing of the emotional sphere of young children determines largely the success of the process of forming the cultural and aesthetic attitude of younger school children to reality.

Keywords:

emotions, cultural and aesthetic attitude to reality, a primary school child.