Psychological Features of the Formation of Fine Arts Motives in
Preschool Children
Kholida Salakhidinova
National University of Uzbekistan, Tashkent, Uzbekistan
Keywords Preschool Age, Children, Fine Arts Motives, Psychological Features, Methods of Determining the Level of
Formation of Fine Arts Motives in a Child, Methods of Determining the Degree of Formation of Fine Arts
Motives in a Child, Torrans Circles Methodology.
Abstract This article explores the psychological characteristics of the development of fine art motives in preschool
children. In order to identify these motives, we based our research on scientific opinions concerning the
motives of fine arts present in children. This investigation was conducted using the "Methods for Determining
the Motives of Fine Arts in Children" and "Methods for Determining the Level of Formation of Fine Art
Motives in Children".
1 INTRODUCTION
One of today's most pressing tasks is shaping the
consciousness of preschool children through
enlightenment, advancing their education and
upbringing. "The youth of today's world comprise the
largest generation in the entire history of mankind, ...
given their number of two billion, the future of our
planet depends on how these young people develop
into adults" (E.Goziev. 2010). The objective of
preschool education is to immerse children in the rich,
national, cultural, and historical heritage, and the
moral and spiritual values of their people: fostering
national patriotism in children, instilling in them a
readiness to learn, and developing their ability for
independent and free expression of thoughts, while
also ensuring their physical and mental health.
Motivational needs play a crucial role in the
development of fine arts in preschool children.
Human needs reflect their reliance on the external
world, expressing either material or spiritual
necessities.
A key goal is to identify and nurture children's
abilities and potential through contemporary fine arts.
*
Corresponding author
Preschool education, as the initial link in this system,
holds significant importance in achieving the overall
aim of the entire educational system - the nurturing of
a harmoniously developed generation.
Thorough examination of children's ability to express
themselves creatively, identifying objective factors in
art education that align with the child's age
characteristics, and conducting effective classes have
a positive impact because "... an individual receives
7% of all information in their lifetime before the age
of 5" (Goziev E.G. 2010).
In this process, teaching precedes development,
providing a foundation of knowledge, skills, and
abilities, allowing the child to unfold their creative
potential while simultaneously paving the way for
them to advance to the next stage, to ascend to a
higher level. The development of artistic perception
during the teaching of fine arts to children in
preschool education warrants particular attention.
The challenges in this regard stem from the fact that
children’s extensive discussions about what they see
and how they relate to what they see are not
adequately encouraged. As a result, some educators
assert that young children lack the ability to express
aesthetic ideas and artistic thought entirely. However,
scientific research indicates that such a notion is
unfounded.
Salakhidinova, K.
Psychological Features of the Formation of Fine Arts Motives in Preschool Children.
DOI: 10.5220/0012481300003792
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 171-177
ISBN: 978-989-758-687-3
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.
171

Concurrently, it is widely acknowledged that early
identification and regular nurturing of an individual's
unique talents yield results - the true innovator of new
ideas is often fostered in preschool institutions.
2 METHODS
The focus of our research is to identify the
psychological aspects of the formation of fine arts
motives in preschool children, and we embarked upon
this because no methodology currently exists for
determining the motives of fine arts in this
demographic. This method, "Determining the
motives of fine arts in children," was developed by
G.A. Uruntaeva and Yu.A. Afonkina, based on the
method "Determining the priority of the motive of
play or reading in children."
Drawing tools (white paper, black pencil, coloured
pencils, eraser, coloured paper) are placed on a table.
The child is brought to this table and allowed to
handle the drawing tools present. The researcher then
invites the child to listen to a story, drawing their
attention to it. The child is read a story that is suitable
and enjoyable for their age. The child must not have
heard the tale before.
A Fairy Tale with a Text:
In a forest, a family of rabbits lived in peace.
Momiqvoy, the only child in the family, was sitting
in his room, drawing rabbits.
As he grew up, he dreamt of becoming an artist,
creating beautiful pictures that would make his
parents proud. He would draw on large sheets of
paper and fill them with lovely colours. His friends
admired the pictures he created.
One day, whilst Rabbit Momiqvoy was strolling
through the woods singing a song,
"I am an artist rabbit,
I draw great pictures,
To my mother, my father, my grandmother,
I will give them as gifts."
He happened upon a bear named Pakhmoqvoy.
"Hello, Momiqvoy."
"Hello, Pakhmoqvoy."
"I was actually on my way to you. Today is my
mother's birthday, and I haven't been able to find any
gifts for her. My mum loves beautiful flowers, but I
can't find any. It's winter, and snow covers
everything. I was walking this way, hoping that
perhaps Momiqvoy could draw some beautiful
flowers."
Momiqvoy adored his mother very much. If he
declined Pakhmoqvoy now, Pakhmoqvoy wouldn't be
able to present a gift to his mother on her birthday,
which would surely make her unhappy.
"So, I need to draw a picture of beautiful flowers,
don't I?" Pakhmoqvoy asked.
"Yes, a picture of spring flowers," Momiqvoy replied.
Then they both returned to Momiqvoy's house.
Pakhmoqvoy's mouth fell open when he saw the
beautiful pictures adorning the walls of Momiqvoy's
room.
"Wow, these pictures are stunning, aren't they?"
Pakhmoqvoy asked in surprise.
"If you want, I'll teach you to draw," Momiqvoy
offered.
"Really?" Pakhmoqvoy was delighted. "I'd also love
to create such beautiful pictures."
Together, Momiqvoy and Pakhmoqvoy drew many
gorgeous flower pictures. In the end, they selected the
most beautiful one, cut it out of cardboard, and stuck
it into a frame.
"The pictures we drew turned out very nicely,"
Pakhmoqvoy observed. "My mother will be very
happy to see this picture."
Pakhmoqvoy thanked Momiqvoy and hurried home
with the picture. When he arrived home, his family
members were gathered around the table.
"My dear mother, I wish you a happy birthday," he
started. Fortuitously, Momiqvoy had helped him to
create a picture as a present for his mother,
Pakhmoqvoy explained.
When his siblings saw the picture, a depiction of
spring flowers, they exclaimed, "Wow, it's so
beautiful." At the edge of the frame, there was an
inscription that read, "To my dear mother."
"Did you draw that picture?" his brother asked.
"Yes, Momiqvoy and I drew it," Pakhmoqvoy
responded. "I was looking for a beautiful flower in the
woods for my mother, but couldn't find any. Then I
asked Momiqvoy to draw a picture of beautiful
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flowers. She told me she could teach me how to draw,
and we drew together for my mum."
Pakhmoqvoy's mother was overjoyed with the gift, as
she loved flowers very much. At that moment, his
father hung the lovely picture of flowers on the wall.
Now, the picture of flowers, painted by Momiqvoy
and Pakhmoqvoy, adorned the walls of the
Pakhmoqvoy household. Seeing this, Pakhmoqvoy
made a promise to himself. "I will visit Momiqvoy
every day and learn how to draw. In the future, I will
also be a great artist. Then I will present beautiful
drawings to all my loved ones."
Once the story concludes, the child is given a piece of
paper. "You can also draw a gift for your mum, dad
or other loved ones. Look, you can draw a picture,
there's every opportunity."
3 METHODICAL SUMMARY
Children who have formed fine arts motives can draw
something after hearing a fairy tale. However,
children who have not yet developed these motives
will not be able to draw, regardless of the conditions
provided.
Through the methodology we proposed, we identified
the motives of fine arts in children aged 4-7 years. Of
the 560 subjects who participated in our study, 548
managed to draw, while 12 were unable to do so.
Table 1: Methods of determining the motives of fine arts in children
S.No Total %
1 Kids who can't draw 12 2,1
2 Children drawin
g
548 97,9
Total 560 100,0
Based on our research, 97.9% of our total participants
were able to draw. The primary goal of the
methodology was to identify motives related to fine
arts in children through this story. Indeed, through
this methodology, we didn't anticipate academic
imagery from preschoolers. We simply gained
motivation from the fairy-tale characters to answer
whether or not the child could draw something. This
suggests that nearly all preschool children (those aged
4-7 who participated in our study) have formed fine
art motives. As a continuation of the aforementioned
method, we use the projective method "Determining
the degree of formation of motives in the child,"
based on the "Assume" method developed by G.A.
Uruntaeva, Yu.A. Afonkina, and Professor D.G.
Mukhamedova, H.A. Ruhieva, and researcher H.H.
Salakhidinova. This methodology comprised four
scales. Each scale of the methodology serves to
determine the extent of the child's motivation. The
child was shown a picture card in A3 format, with the
instruction:"Imagine you are the protagonist of one of
these pictures. Which picture are you in?"
Table 2: Scale 1 of the Methodology for Determining the Level of Fine Art Motive Formation
S.No
Total %
1 A bo
y
and a
g
irl dancin
g
57 10,2
2 A bo
y
pla
y
in
g
football. 183 32,7
3 A
g
irl fl
y
in
g
on a hammock. 74 13,2
4 A bo
y
and a
g
irl drawin
g
246 43,9
Total 560 100,0
According to this table, from a total of 560 test takers,
57 (10.2%) envision themselves as dancing children,
indicating their musical motives; 183 (32.7%) boys
imagine themselves solely as children playing
football, representing their sporting motives; 74
(13.2%) girls visualise themselves exclusively as
children swinging, highlighting their play motives;
and 246 (43.9%) picture themselves as children
drawing. These numbers reinforce the relevance of
my research. A significant percentage of my test
takers are inclined to draw.
In the 2nd scale, the children are asked to continue
these pictures while visualising themselves as artists.
During the methodology creation, we planned to
allocate one minute for each picture. However, taking
into account the general characteristics of preschool
children, we extended this period to two minutes for
each image. In this scale, picture cards are presented
Psychological Features of the Formation of Fine Arts Motives in Preschool Children
173

which lack one element, and the children are asked
what they think is missing in the picture. One point is
awarded for each missing element that is identified
and drawn, totalling eight points.
Table 3: Scale 2 of the Methodology for Determining the Formation of Fine Art Motives
S.No Pictures Total %
1
1
0 0
2
2
21 3,8
3
3
10 1,8
4
4
23 4,1
5 5 29 5,2
6 6 55 9,8
7 7 138 24,6
8 8 284 50,7
Total 560 100,0
Out of our total 560 test takers, none of them
attempted to draw anything on the 2nd scale. 21
individuals (3.8%) scored 2 points, 10 individuals
(1.8%) scored 3 points, 23 individuals (4.1%) scored
4 points, 29 individuals (5.5%) scored 5 points, 55
individuals (9.8%) scored 6 points, 138 individuals
(24.6%) scored 7 points, and 284 individuals (50.7%)
scored 8 points.
In the 3rd scale, four cells are provided:
1. The first cell contains a drawing of the sun.
2. The second cell has a drawing of rain.
3. The third cell features a drawing of a rainbow.
4. The fourth cell is empty.
The child is given a task: 'Look at the pictures in these
three cells. Draw each of these pictures in the fourth
empty cell.' Each picture in each cell is allocated 2
minutes, totalling 6 minutes, and 3 points.
Table 4: Scale 3 of the Methodology for Determining the Formation of Fine Art Motives
S.No
Total %
1 Not drawn at all
0 points
17 3,0
2 1 ball
43 7,7
3 2 ball
223 39,8
4 3 ball
277 49,5
Total
560 100,0
According to this scale, out of 560 test takers, 17
(3.0%) scored 0 points, 43 (7.7%) scored 1 point, 223
(39.8%) scored 2 points, and 277 (49.5%) scored 3
points.
In the 4th scale, the child is presented with 10 picture
cards, ranging from simple to complex. The child's
task is to replicate these images on white paper within
a 40-minute timeframe.
1. Koptok. 6. Tree.
2. A piece of snow. 7. Cloud.
3. Flower 8. Mountain.
4. Maysa. 9. Fish.
5. Phone. 10. Bird.
The total score a child can achieve on this scale is 10
points.
Table 5: Scale 4 of the Methodology for Determining the Formation of Fine Art Motives.
S.No
Total %
1 00
8 1,4
2 1,00
15 2,7
3 2,00
24 4,3
4 3,00 25 4,5
5 4,00 70 12,5
6 5,00 64 11,4
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7 6,00 75
13,4
8 7,00 130
23,2
9 8,00 96
17,1
10 9,00 36
6,4
11 10,00 17
3,0
Total
560 100,0
Out of a total of 560 test takers on this scale, 8, or
1.4%, were unable to draw at all. We observed that 15
participants (2.7%) scored 1 point, 24 participants
(4.3%) scored 2 points, 25 participants (4.5%) scored
3 points, 70 participants (12.5%) scored 4 points, 64
participants (11.4%) scored 5 points, 75 participants
(13.4%) scored 6 points, 130 participants (23.2%)
scored 7 points, 96 participants (17.1%) scored 8
points, 36 participants (6.45%) scored 9 points, and
17 participants (3.0%) scored 10 points.
As a logical continuation of the aforementioned
methods, "Methods for Determining the Motives of
Fine Arts in Children" and "Determining the Degree
of Formation of Motives in Fine Arts in Children,"
the subsequent method we propose is the "Torrans
Circles," which identifies creativity in children.
In this method, a score of 0 points is given to the first
14 circles, and 1 point is given from the 15th to the
20th circle. However, due to the characteristics of
preschool children, we opted to assign 1 point for
each circle. Consequently, this method allows for a
maximum accumulation of 20 points.
The analysis of the results reveals variations in the
confidence level of the method for determining the
formation of fine arts motives in children (H =
20,445; p <0.001). As part of our study, we found
high motives for fine arts in 4-year-old children. It
may be concluded from the analysis results that this
was likely due to the lower speech capabilities of 4-
year-old children compared to the speech abilities of
preschool children aged 5-7. According to the
analysis of the results, the lowest rate was observed
in our 5-year-old subjects. We believe that at this age,
the majority of our subjects would have had the
opportunity to experiment with other activities. For
this reason, their motives for fine arts may have been
lower.
Table 6: Methods for determining the formation of fine art motives in children
Age N
Average
colo
r
H p
Methods for determining the
formation of fine art motives in
children
4,00
5 286,50
20,445
,000*
**
5,00
99 263,87
6,00
200 285,10
7,00
256 283,22
Total
560
Activity orientation 4,00
5 264,40
2,440 ,486
5,00
99 276,78
6,00
200 293,67
7,00
256 271,96
Total
560
Find and draw the missing
element
4,00
5 34,20
44,555
,000*
**
5,00
99 207,44
6,00
200 303,35
7,00
256 295,71
Total
560
Merge images 4,00
5 21,00
45,958
,000*
**
5,00
99 216,08
6,00
200 280,22
Psychological Features of the Formation of Fine Arts Motives in Preschool Children
175

7,00
256 310,70
Total
560
Independent drawing 4,00
5 45,30
43,478
,000*
**
5,00
99 217,30
6,00
200 266,93
7,00
256 320,14
Total
560
Torrans circles 4,00
5 293,20
7,767 ,051
5,00
99 250,45
6,00
200 271,15
7,00
256 299,18
Total
560
4 CONCLUSION
Of the 560 participants in this scale, 8 (representing
1.4%) were unable to draw at all. Further breakdown
of the scores showed that 15 participants (2.7%)
achieved 1 point, 24 participants (4.3%) achieved 2
points, 25 participants (4.5%) achieved 3 points, 70
participants (12.5%) achieved 4 points, 64
participants (11.4%) achieved 5 points, 75
participants (13.4%) achieved 6 points, 130
participants (23.2%) achieved 7 points, 96
participants (17.1%) achieved 8 points, 36
participants (6.45%) achieved 9 points, and 17
participants (3.0%) achieved the maximum of 10
points.
Continuing logically from the aforementioned
"Methods for Determining the Motives of Fine Arts
in Children" and "Determining the Degree of
Formation of Motives in Fine Arts in Children," we
next propose the "Torrans Circles" method, which is
designed to identify creativity in children.
In this method, the first 14 circles are awarded 0
points, with 1 point assigned from the 15th to the 20th
circle. However, given the characteristics of
preschool children, we decided to give 1 point for
each circle, allowing for a maximum total of 20
points.
Analysis of the results highlighted disparities in the
confidence level of the method for determining the
formation of fine arts motives in children (H =
20,445; p <0.001). In our study, we found high levels
of fine arts motivation among 4-year-old children.
From the analysis results, it may be inferred that this
is likely because 4-year-old children have lower
speech capabilities than those aged 5-7 in the
preschool group. The analysis also revealed the
lowest scores among our 5-year-old subjects. We
suspect that at this age, the majority of our subjects
would have been exposed to a variety of activities,
and therefore, their motivation towards fine arts may
have been lower.
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