THE AESTHETIC VALUE TO REHEARSE THE REALIZED FORMATIVE SHAPE AND ITS ROLE TO ACHIEVE THE COGNITIVE AND FUNCTIONAL COMPLEMENTARY THE PRINTED CHILD'S REQUIREMENTS

Noha Mahmoud Mohamed Ali 
Assistant Professor, Alexandria University, Egypt, mohamedd@wtc-egypt.com

Abstract
The state has a great interest of the child arts, requirements and needs as the child is the main base to grow the next generation and to develop the human resources ,it’s an axial of in the development operation in the all societies so, it should be studied from the realized formative conceptions and symbolic and aesthetic characteristic which are expressive about the visual experience as variables and various subjects to inspire the artist and the graphic designer the printed works to reach to the values and aesthetic conceptions collaborate between the drawings , the functional causal performance to aim to fulfil the various requirements of the child and they are from the insight character of the child .

The modern studies are proved that there creative and artistic abilities to the child in different nationalities and environments, so the difference attributes to the degree of these abilities and not their kinds and the continue of them in the children depend on the discovery of them and assist the child to wide and give it a chance to save the various artistic values to appear these creative abilities according to the ages segments. So can we activate the artistic values in the realized formative output in the children’s drawings to enrich their printed requirements? What are the aesthetic values of the realized formative output to enhance the self-learning skills to achieve the complementary cognitive? And what is the possibility to benefit from the Aesthetic values to the formative output to achieve the complementary between the functional and cognitive sides for the printed child’s requirements? The research aims to benefit from the visual experience of the child which appear in the artistic symbols and drawings in all the formative values, creative visions, expressive contents and self-attitudes on the difference of realized formative items and rehearsing them in works or products can fulfil the printed child’s requirements whereas the cognitive side is completed in different things which are presented in different characteristics in different fields of science in the education and the functional sides in different kinds to fulfill the benefit in different fields of daily life for the child from some wall- paintings and some disguising clothes which are enriched the creativity soul of the child, increase the power of positive motive and the artistic skills in the printed self-learning forever through finding the problems solutions to stimulate the forever motive of the child’s creativity which sustain the self-confidence of him and to change the self-theory in different situations of life

Keywords: Aesthetic values, Realized Formative shape, the functional and cognitive complementary