ЭСТЕТИЧЕСКАЯ ДЕЯТЕЛЬНОСТЬ КАК МЕХАНИЗМ ФОРМИРОВАНИЯ СЕМЕЙНЫХ ЦЕННОСТЕЙ У ДЕТЕЙ В УСЛОВИЯХ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ: ОПЫТ МЕЖПОКОЛЕНЧЕСКИХ ТВОРЧЕСКИХ ПРОЕКТОВ

Abstract

The article substantiates the potential of aesthetic activity in supplementary education as a mechanism for forming family values in children through the organization of intergenerational creative projects. Drawing on theoretical analysis and synthesis of contemporary scholarly publications, the study identifies the key challenges of contemporary family socialization: the generational gap, the weakening of kinship ties, the polarization of value orientations among young people, and the insufficient coordination of educational institutions. The institutional advantages of the Centre for Aesthetic Education as an agent of intergenerational transmission of family values are defined: the flexibility of the educational process, the capacity to integrate ethnocultural content, and the creation of an emotionally enriched environment for the "lived experience" of values. Four interrelated mechanisms for forming family values through aesthetic activity are distinguished: joint creative projects of generations; ethnocultural practices within the family; emotional experience of values through art; and the role of the teacher-mentor as a mediator of values. The pivotal role of the supplementary education teacher as an organizer of intergenerational interaction and a bearer of value-based models is substantiated. The article concludes that the Centre for Aesthetic Education serves as an integrative platform uniting the efforts of the family, education, and society in forming family values and strengthening cultural continuity between generations.