The development of emotional responsiveness in children by means of art

The issues of organization of moral upbringing of children are discusssed. The content and structure of the concept «emotional responsiveness» is revealed. The urgency of development of emotional responsiveness in children of the senior preschool and primary school age is substantiated. The role of art as a means of forming emotional responsiveness in students in the classroom in a vocal and choreographic association is dened. Singularities of the perception of children by the children of works of musical and choreographic art in the conditions of creative association are singled out. Diagnostic methods for assessing the level of development of emotional responsiveness in children and schoolchildren are reviewed. The content and results of the experimental work carried out with children and students of the lower grades are covered.