In the second year of life, the prerequisites of moral feelings begin to form in children. Therefore, it is necessary to bring up these feelings. I have several times drawn your attention to the fact that children try to imitate adults in everything. Naturally, they build their relationships with adults and peers just like you and others. Children respond subtly to mood shades, intonation, adult facial expressions. They are able to be charged with the emotions of other people, so adults should not only be affectionate with children (and with others too), kind, but also balanced and calm. The kid should feel that the adult is his protector, assistant, kind and strong friend. From the feeling of sympathy for an adult, there is a desire to be like him in everything.
This period of the child's life is very favorable for the formation of a sense of compassion for him. For example, if one of the adults is sick or asleep, you need to reassure the child who is making a noise, saying to him: "Hush, do not make noise." You see, my grandmother is sick .It's bad and she's sleeping. At the same time, you yourself should also speak in a whisper, remembering that the child will try to imitate you. And if your words have sunk into the soul of a child, then he himself can soon make a remark to an adult, if he noisily behaves: "C-s-s-s! Baba pit!" If you or someone else from the family have earned such a remark, then you have succeeded in laying the foundation of humane feelings for the child! If the child lives in an atmosphere of friendship, mutual concern of family members about each other, he himself grows benevolent and caring.
As for the aesthetic education, by virtue of age opportunities it is still very limited. After all, you will not lead a one and a half year-old child to the art museum to watch the canvases of the Renaissance! The fact is that the perception of the child still has a concrete-objective character. He still does not know how to behave like adults, to listen, to speculate. And without this, aesthetic development can not take place. These skills develop gradually. If a family is playing a musical instrument, singing, dancing, and attracting a child to these activities, then, naturally, its aesthetic development and perception of beauty is faster than that of a child whose family does not engage in aesthetic upbringing.
Children who live surrounded by music, dancing, hearing a cheerful melody, begin to dance, smile. They start to love music. But aesthetic education should not be limited only to musical pursuits.
It is necessary to pay the child's attention to everything beautiful that surrounds him at home or on a walk. You walk in the park and go to the flower bed. Do not be lazy to bend over, sniff the flower, and then say: "Look, what a beautiful flower! And how it smells! Smell yourself." Naturally, imitating you, the child looks at the flower and sniffs it, saying: "Ahhhhhhhhhhhhhh!" Perhaps if you did not pay his attention to this beauty, he would not have noticed her, and if he had noticed, he would not have given much importance. And so, having made an accent, you, without noticing it, conducted a small lesson in aesthetic education. Such lessons must be conducted always and everywhere: "Look, what a beautiful dress the girl has!", "Look, what beautiful trees with yellow leaves!", "Look, what a beautiful bird! What bright feathers she has!" A child who is pointed to bright, beautiful, colored things, plants, animals, starts to notice them on their own. And even begins, according to your example, to pay your attention to something beautiful, which he liked. This is the beginning of his aesthetic development.