Preparing the child for adult life and socio-professional integration involves the complementary achievement of the desiderata of intellectual, socio-moral, technological, psycho-physical education and, in close connection with these, aesthetic education. The major objectives of aesthetic education at the pre-school age imply both the creation of the premises for building aesthetic attitude and the identification and enhancement of the children’s creative skills in all the domains of art, from the literary to the musical, plastic, choreographic and theatrical. Through the experimental study, conducted during the 2013-2014 school year, we have tried to highlight a non-formal way of exploiting the plastic skills of 5-6 years old pre-schoolers (the Plastic Arts class) as well as its widely formative impact. Besides the results presented in the study, there was also found a series of collateral effects such as the enhancement of artistic sensitivity, improving relationships with classmates, the pre-school teacher and parents, relevant contributions to the socio-moral and intellectual formation.
Key words: artistic-plastic skills, creativity, artistic-plastic education, non-formal education through the Plastic Arts class