Identifying the features of ”aesthetic flow experience activities” in the kindergarten and the first years of primary school education

The aim of this paper was to outline school activities which, when used, would encourage students to actively engage in the teaching process. The theoretical underpinnings of the activities included two approaches: the theory of flow, and that of aesthetic experience. These two fields were chosen as a fertile area for identifying situations in which individuals voluntarily engage in a process from which they derive meaningful experiences. More particularly, studies providing information on using flow and aesthetic activities in school were considered here. Then, by combining flow and aesthetic activities for school, a list of qualities was compiled to make up what could be called “aesthetic flow activities for school”. Finally, indicative examples of such activities were provided for preschool children and children in the first grade of primary school.