THE ARTISTIC AND AESTHETIC EDUCATIONAL ENVIRONMENT IN PRESCHOOLS AS A FACTOR IN THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN CHILDREN WITH A FOCUS ON NON-DISCRIMINATION

Abstract

The purpose of the article is to substantiate the non-discriminatory potential of the artistic and aesthetic educational environment of preschool institutions as a key factor in developing communicative competence in preschool children, with a particular focus on older preschoolers. The methodology is based on a combination of theoretical methods (analysis of information sources, generalization of pedagogical practices in preschool institutions) and empirical methods (observation, analysis of educators’ practices and the preschool educational space).The scientific novelty lies in the theoretical generalization and interdisciplinary analysis of the role of the artistic and aesthetic environment in the formation of communicative competence of preschool children in the context of non- discrimination principles. For the first time, the interconnection between the categories of artistic expression, harmony, beauty, and social justice, as reflected in the organization of educational space, has been brought into the research field of communicative development. The relevance of integrating inclusive approaches into artistic activities is substantiated as a necessary condition for creating a supportive environment for dialogic interaction, empathetic listening, and free self-expression. The potential of museum pedagogy as a tool for supporting verbal development through a personally meaningful experience of aesthetic perception is systematized for the first time.Conclusions. Building an educational environment grounded in respect for diversity, the elimination of discriminatory models, and the enrichment with artistic and aesthetic content creates favorable conditions for the development of constructive communication skills in children, emotional responsiveness, the ability to negotiate, express personal opinions, and understand others’ perspectives. The systematic application of artistic tools within a non-discriminatory framework contributes to the formation of a socially mature personality, open to dialogue, and prepares the child for intercultural interaction in a diverse modern society.