Age features of the musical development of the child. Music is one of the means of physical development of preschoolers

Age levels musical development children

Knowing the age characteristics of children makes it possible to find more effective ways management of the mental processes of the child, including musical development.

Preschool (3-7 years old)) the child shows a great desire for independence, for a variety of actions, including musical activity (if the necessary pedagogical conditions). Children have musical interests, sometimes to some kind of musical activity or even to a separate piece of music. At this time, the formation of all the main types of musical activity takes place: the perception of music, singing, movement, and in older groups - playing children's musical instruments, musical creativity. In the preschool period, children of different ages differ significantly in their development.

Children 3-4 years old are situated in transition period from early to preschool. The features characteristic of the previous age are still preserved. But there is already a transition from situational speech to coherent, from visual-effective thinking to visual-figurative, the body is strengthened, the functions of the musculoskeletal system are improving. Children have a desire to make music and be active. They master the basic skills of singing and by the age of four they can sing a little song on their own or with the help of an adult. The ability to perform simple movements to music gives the child the opportunity to move more independently in musical games, dances.

Children 4-5 years old show greater independence and active curiosity. This is the question period. The child begins to comprehend the connection between phenomena, events, to make the simplest generalizations, including in relation to music. He understands that the lullaby must be sung quietly, slowly. A child of this age is observant, he is already able to determine what kind of music is being played: cheerful, joyful, calm; sounds high, low, loud, quiet; what instrument they play (piano, violin, button accordion). He understands the requirements, how to sing a song, how to move in a dance. The voice apparatus of the child is strengthened, so the voice acquires some sonority, mobility. The singing range is approximately within the re-si of the first octave. Improved vocal-auditory coordination. Significantly strengthened locomotor system. Mastering the basic types of movements (walking, running, jumping) in the process of physical education makes it possible to use them more widely in musical and rhythmic games and dances. Children are able to remember the sequence of movements by listening to music. At this age, interests in different types musical activity.

Children 5-6 years old against the background of their general development, they achieve new results in terms of quality. They are able to single out and compare the signs of individual phenomena, including musical ones, and establish connections between them. Perception is more purposeful: interests are more clearly manifested, the ability even to motivate one's musical preferences, one's assessment of works. At this age, children not only prefer one or another type of musical activity, but also selectively treat its various aspects. For example, they like to dance more than dance, they have favorite songs, games, round dances, dances. They can explain how a (for example, lyrical) song is performed: “You need to sing beautifully, lingeringly, affectionately, gently.” Based on the experience of listening to music, children are capable of some generalizations of simple musical phenomena. So, about the musical introduction, the child says: "This is played at the beginning, when we have not yet begun to sing." The vocal cords of the child are significantly strengthened, vocal-auditory coordination is being established, auditory sensations are differentiated. Most children are able to distinguish between high and low sounds in intervals of fifths, fourths, thirds. In some five-year-old children, the voice acquires a sonorous, high-pitched sound, a more definite timbre appears. The range of voices sounds better within the re-si of the first octave, although some children sound more high sounds- do, re - the second octave.

Children 5-6 years old show dexterity, speed, the ability to move in space, to navigate in a team in movement. The guys pay more attention to the sound of music, better coordinate movements with its character, form, dynamics. Thanks to the increased opportunities, children better learn all types of musical activities: listening to music, singing, rhythmic movements. Gradually, they master the skills of playing instruments. Learn basic information about musical literacy. All this is the basis for the versatile musical development of children.

Children 6-7 years old brought up in a preparatory school group. The very name of the group, as it were, determines its social purpose. The mental abilities of children develop, their musical thinking is enriched. Here are some answers from 6-7 year olds to the question of why they like music: “When music plays, we have fun” (feel the emotional nature of music); "Music tells something"; “She tells you how to dance” (they note her vital and practical function); “I love music when it sounds gentle”, “I love waltz - smooth music” (they feel and appreciate the nature of the music). Children are able to note not only general character music, but also its mood (cheerful, sad, affectionate, etc.). They already refer works to certain genre: cheerfully, clearly, menacingly, joyfully (about the march); affectionately, quietly, a little sadly (about a lullaby). Of course, there are individual differences here as well. If some children (including six-year-olds) give only brief answers (such as “loud-quiet”, “fun-sad”), then others feel, understand more essential signs of musical art: music can express various feelings, human experience. Consequently, individual manifestations often “overtake” age-related possibilities. Differences in the level of musical development of those children who mastered the program of musical education in kindergarten, and those who did not have such training (some come to the preparatory group from the family).

Voice apparatus in a child 6-7 years old is strengthened, however, singing sound formation occurs due to the tension of the edges of the ligaments, so the protection singing voice should be the most active. It is necessary to ensure that the children sing without tension, quietly, and the range should gradually expand (re of the first octave to the second). This range is most comfortable for many children, but there may be individual differences. In the singing range of children of this age, deviations are significant. The voices manifest melodiousness, sonority, although a specifically childish, somewhat open sound is preserved. In general, the chorus of children 6-7 years old does not sound stable and harmonious enough. Physical development is improved in various directions and is primarily expressed in the mastery of the main types of movements, in their coordination. There is an even greater opportunity to use movement as a means and way of developing musical perception. Using the movement, the child is able to express himself creatively, quickly navigate in search activities. The performance of songs, dances, games sometimes becomes quite expressive and testifies to attempts to convey one's attitude to music. In addition to singing, listening to music, musical and rhythmic movements, much attention is paid to playing children's musical instruments. Children master the simplest methods of playing the drums (drum, tambourines, triangles, etc.); they memorize their structure, distinguish sounds by timbre. A short review of the age-related features of the musical development of children can be completed by emphasizing their characteristic features. Firstly, the level of musical development depends on the overall development of the child, on the formation of his body at each age stage. At the same time, to reveal the relationship between the level of aesthetic attitude of children to music (to musical activity) and the level of development musical ability. Secondly, the level of musical development of children different ages depends on the active learning of musical activities in accordance with the content of the program. (However, the musical information received by the child at home is wider than that planned in the program). Not all children of the same age are the same in terms of musical development. There are significant deviations due to their individual features. If we compare overall structure musicality with manifestations of musicality in individual children, we will see that some of them are musical in all respects, while others differ in a peculiar combination of individual musical abilities, so, with very high-quality musical perception, some children show themselves weaker in singing, dancing or good development of musical ear not always accompanied by a penchant for creativity. Therefore, it is necessary to take into account both age and individual characteristics of children.

Tips for parents about musical education of a child

Music will create the necessary energetic background for the child, help the child feel the rhythm. Turn on calm, smooth music, without words, while the child is drawing, sculpting, and even when the child is learning to write. Psychologists have found that when first-grade teachers turned on classical music while the children were learning to write, the children's movements became smoother and they were better focused on completing tasks. Let the nanny or parents turn on music and dance with the child more often. This is great for raising a child.

The child will learn to dance, move well to the music, feel the rhythm of each melody, in addition, the child communicates with the nanny or parents through dance without words, which is important for the best mutual understanding. You can invite a professional music teacher to your child and check if the child has ear for music ability to learn to play a musical instrument. If there is, and, more importantly, the desire to play, then you can teach your child music with a teacher.

If the child has no interest in playing a musical instrument, then do not insist, because, otherwise, this may cause a backlash and the child will remember for the rest of his life how he was forced to play the piano, scolded and may relate to music with disgust. Musical ability + voluntary desire of the child to play! It is not necessary to teach a child to play only the piano, you can try the gentle flute, romantic guitar, energetic drums, violin, etc. Try different things to get a feel for which musical instrument the child likes best.

Sing lullabies to your child, sing them yourself before going to bed, and also put him to listen to them professionally performed. Sing with your child various songs that are easy to remember, the song "Crocodile Gena", "Winnie the Pooh", other songs from cartoons. If you have a karaoke system at home, great, then the nanny or parents can sing a wide variety of songs to the music. If not, you can sing along to an audio CD. Play musical games with your child, for example, spin with a small child in the rhythm of a waltz, or play to the music: “Ladushki - patties - where they were - with your grandmother” or play the game “We baked a loaf - this is such a width - to energetic music - such a height ”or“ We are going, we are going, we are going to distant lands - good neighbors are good friends ”or“ The sea worries once - the sea worries two - freeze the figure, ”etc.

You can turn on certain melodies to maintain the daily routine, for example, lullabies - a signal for the child that it's time to go to bed, Winnie the Pooh's funny song - it's time to go for a walk, the song "Antoshka - prepare a spoon for dinner" - it's time to eat, another melody is play time etc. This is especially important for small child who cannot speak or speaks poorly. If a child often suffers from colds, coughs or has asthma, then the child should definitely sing or learn to play the flute more often. This helps children cope with breathing problems, keep a certain rhythm of breathing. Music helps if the child has speech defects. In this case, it is best for the child to sing more often, this can help to cope with stuttering, with speech problems.

If the child is hyperactive, he should often listen to calm music. If something hurts a child, then you can let him listen to a beautiful melody without words, and stroking the sore spot, say “my son (daughter) does not have pain, pain - leave soon.” This old way of talking about pain distracts, calms the child, gives a “pain-relieving effect”, and older children themselves will “talk about pain” like this. Buying musical toys for a child, melodic rattles for the smallest, then musical tumbler dolls, musical baby dolls, older children - musical toys are more difficult.

More often listen to different music with children: classical; ethnic, folk songs; music of nature; melodic singing; romantic music without words; jazz; blues. It's good when a nanny or parents listen to music with the children, but you can periodically leave the child alone with the music. Tell your child about different composers, about their interesting destinies, and then put the child to listen to the music of this composer.

Talk about different musical instruments, be sure to accompany your story with musical comments. Teach your child to feel the music, tell him that the music reflects the mood, let him choose the music that matches his different feelings and different moods. This will help the child learn to quickly and correctly understand their feelings and correctly hear the music of their soul. Music can help to cope with grief, with the misfortune of a child. Cheerful, energetic melodies help children cope with feelings of fear.

Use music to educate the child's imagination, for example, ask the child to imagine something to a given melody or draw those images, colors that a child has when listening to a melody. See different things with your child musical films on TV or on DVD, where they also sing and dance a lot. For example, "Mary Poppins, goodbye", "Mom", " Blue bird”, “The Sound of Music”, “Singing in the Rain”, “Sun Valley Serenade”, Walt Disney cartoons “Fantasy”, “Cinderella”, “Sleeping Beauty”, “The Little Mermaid”, “Beauty and the Beast”, etc., musical cartoons "A wolf and seven kids on new way”, “Plasticine Crow”, “Pencil Box”, “Nutcracker”, “Contact”, etc.

Explain to your child that music is diverse and there is music for every occasion: for joy and for sadness, for communication and for fun, for relaxation and for work, and that it is important to be able to select music according to the situation and mood. In addition, the child must be explained that loud music may interfere with others and that the tune that the child likes may not necessarily be liked by others. And yet, even if the child really likes music, you should not let the music sound in the house all day long, otherwise it will quickly become commonplace from a source of joy and peace and will no longer be noticed.

The influence of musical creativity on the psycho-emotional state of the child

Music therapy - as one of the most important methodological tools that affect the mental health of the child. Researches of famous scientists, teachers prove the possibility and necessity of forming a child's memory, thinking, imagination from a very early age. The possibility of early development of musical abilities in children is no exception. There is evidence that confirms the facts of the influence of music on the fetus that is formed during the pregnancy of a woman and its positive effect on the entire human body in the future. Music has always claimed a special role in society. In ancient times, music and medical centers treated people for longing, nervous disorders, diseases of the cardiovascular system. Music influenced intellectual development, accelerating the growth of cells responsible for human intelligence. It is no coincidence that mathematics classes in the Pythagorean school were held to the sounds of music, which increases the efficiency and mental activity of the brain. Music can change development: accelerate the growth of some cells, slow down the growth of others. But, most importantly, music can influence the emotional well-being of a person. The immortal musical works of Mozart, Beethoven, Schubert, Tchaikovsky are able to activate the energy processes of the body and direct them to its physical recovery. For real music nothing is impossible! You just need to be willing to listen and know how to listen. The emotional impact of harmonious sound combinations is amplified many times if a person has a fine auditory sensitivity.

A developed ear for music makes higher demands on what is offered to him. Heightened auditory perception paints emotional experiences in bright and deep tones. It is difficult to imagine a more favorable period for the development of musical abilities than childhood. Development of musical taste, emotional responsiveness in childhood creates the foundation of the musical culture of a person, as part of his general spiritual culture in the future.

In recent years, there has been an active reform of the system preschool education: the network of alternative institutions is growing, new programs of preschool education are emerging, original methods are being developed. Against the background of these progressive changes, the development of the emotional sphere of the child is not always given sufficient attention. Any teacher, having worked in the education system, notices a sharp increase in children with various forms of behavioral disorders, with various deviations in the psyche. Simply put, the number of unhealthy children, children with psycho-emotional disorders is increasing every year. All this is facilitated by all kinds of programs that have an educational and disciplinary orientation, “desensitization” is facilitated by the technologization of life in which the child participates. Closing themselves on TVs, computers, children began to communicate less with adults and peers, and yet communication greatly enriches the sensual sphere. Modern children have become less responsive to the feelings of others. In kindergartens, there are more and more children with pronounced hyperactivity, children with psychosomatic diseases. Any inappropriate behavior: laziness, negativism, aggression, isolation - all this is a defense against dislike. A child is able to successfully develop, maintain health only in conditions of psychological comfort, emotional well-being Already in the works of the first generally recognized music theorist - the ancient Greek philosopher Pythagoras - we find a description of how music can influence a person's emotional state. One of the most important concepts in the ethics of Pythagoras there was "eurythmy" - the ability to find the right rhythm in all manifestations of life - singing, playing, dancing, speech, gestures, thoughts, deeds, in birth and death. Through finding this correct rhythm, a person, considered as a kind of microcosm, could harmoniously enter first into the rhythm of pole harmony, and then connect to the cosmic rhythm of the world whole. From Pythagoras, a tradition began to compare social life, both with a musical mode and with a musical instrument. Following Pythagoras, Aristotle believed that the ability of music to influence state of mind listeners, is associated with imitation of a particular character. musical modes differ significantly from each other, so that when we listen to them, we get a different mood, and we are far from having the same attitude towards each of them; so, for example, listening to other, less strict modes, we soften in our mood: other modes cause a balanced mood in us. In ancient sources, we find many testimonies that speak of miraculous healings achieved with the help of music. According to the views of the ancients, this or that disease corresponded to the rhythm of the pulse, and these rhythms were arranged in the order of musical numbers. In the medieval Italian music theorist Joseph Tsarlino, we find evidence of how a certain Senocrates restored the insane to their former health with the sounds of trumpets, and Talet from Candia expelled the plague with the sounds of Kifara. The prophet David, with his singing and playing the cithara, cured the biblical king Saul from bouts of severe depression. According to legend, the stern king Lacedaemonian approved and even composed music himself, and his troops never went into battle unless they were first inspired and warmed up by the sounds of military pipes and pipes.

The famous orator Gaius Gracchus always, when speaking to the people, kept behind him a slave musician who, with the sounds of a flute, gave him the right tone and rhythm of speech, moderating or exciting the spirit of eloquence of his master. The singer Orpheus could soften the souls of not only people, but even wild animals and birds with his singing. The doctor Asklepiad pacified discord with the sounds of music, and restored the hearing of the deaf with the sounds of the trumpet. The Pythagorean Damon, with his singing, turned young men devoted to wine and voluptuousness to a moderate and honest life. Listening to music played on the miter, according to the ancient Greeks and Romans, contributed to the process of digestion. The Roman physician Galen recommended the use of music as an antidote for snake bites. Democritus recommended listening to the flute for fatal infections. Plato offered a remedy for headaches, consisting of a set of herbs. The treatment was accompanied by singing of a magical nature. It was believed that without singing and musical accompaniment, the medicine would lose its healing properties. In the middle of the century, the practice of musical psychotherapy was closely associated with the theory of affects, which was widespread at that time, which studied the effect of various rhythms, melodies and harmonies on the emotional state of a person. Various relationships were established between the patient's temperament and his preference for one or another character of music. According to A. Kircher, a German scientist-musician, the psychotherapeutic possibilities of music consisted in its mediation between the music of the spheres and that which lies in the movement of physiological processes in the body. Bringing the latter into line with the former, music has a healing effect.

The beginning of the current stage in the development of musical psychotherapy takes from the end of the 40s, when in many countries of Western Europe and the USA, musical psychotherapeutic centers and schools began to be organized in Sweden, Austria, Switzerland, and Germany. When working in a kindergarten, one can observe a large number of children who cannot cope with the neuropsychic stress and overload that they receive both in kindergarten and at home on their own. This is what leads many children to various forms of deviant behavior. And teachers should solve these problems by all possible means. One such tool is music therapy.

Music therapy is a method that uses music as a means of normalizing the emotional state, eliminating fears, movement and speech disorders, psychosomatic diseases, behavioral disorders, and communication difficulties. Music therapy is a set of techniques and methods that contribute to the formation of a rich emotional sphere, and practical exercises and exercises that help normalize mental life child. Music therapy provides for both the holistic and isolated use of music as the main and leading factor of influence (musical works), and the addition of musical accompaniment to other corrective techniques (psychogymnastics, logorhythmics). The main and main tasks that determine music therapy are the formation and development of musical and creative abilities, the expansion and development of the emotional sphere, teaching auto-relaxation by means of music, and the development of moral and communicative qualities.

The organization of music therapy classes requires a teacher and musical director to have special psychological education, knowledge of the basics of general and clinical psychology, and the presence of musical pedagogical education. Music therapy focuses the teacher on cooperation with the child, on the integration of various types of artistic activity. Therefore, music therapy, as a method of correction, is recommended to be used not only in music, but also in physical education, in morning exercises, invigorating exercises after daytime sleep, in leisure evenings, in speech development classes, visual activity, in everyday activities, independent games, etc. Thus, each teacher can use these exercises in combination with other games and exercises, “design” the necessary form of classes from separate compositions.

All elements of music therapy exercises make it possible to use them not only as a means of developing the musical and motor abilities of children in rhythm classes, but also as a game training of mental processes: attention, memory, will, creative imagination and fantasy, as well as a means of relaxation, switching attention or increasing psychophysical tone, etc., in various forms of organizing the pedagogical process in kindergarten. If the teacher has a certain skill, he can relieve mental fatigue in a matter of minutes, invigorate, liberate, improve mood, and concentrate attention. For example, in classes with a high mental load and low mobility, you should use dance compositions as a physical activity. Using compositions based on fast, fun music allows you to cheer up children, activate their attention.

FEATURES OF MUSIC PERCEPTION IN PRESCHOOL CHILDREN

Musical art plays a huge role in the process of educating spirituality, the culture of feelings, the development of the emotional and cognitive spheres of a person's personality. According to: “The ability to listen and perceive music is one of the elementary signs aesthetic culture Without this, it is impossible to imagine a full-fledged upbringing. When organizing the musical education of a child, it is important to develop in him the need to communicate with music, the ability to feel its beauty, intonation originality and deep personal meaning. In this regard, there is an acute problem of educating the listener even from before school age, since it is this age that is sensitive to the development of musical perception.

Musical perception is a kind of aesthetic perception, its particular form. On the one hand, it has the properties inherent in the perception of art in general, and on the other hand, it has its own characteristics, which are due to the specifics musical art.

The problem of music perception is quite complicated due to the subjectivity of this process, and, despite the many special studies covering it, it has not yet been solved in many respects. A significant contribution to the study of issues of musical perception was made by,,. The works of these authors collected a large scientific, theoretical material relating to various facets of musical perception, its psychological mechanisms And pedagogical methods its development in children.

Studies have shown that the quality of musical perception is associated with natural properties nervous organization and is not limited only to the emotional response to music, but manifests itself in more general characteristics of a person's personality, among which an important place is occupied by the subtlety of emotional experiences, creative imagination, fantasy, artistic perception peace.

The perception of music as a complex multi-level process is quite difficult for preschoolers along with the perception of works of other types of art. This is due both to the complexity of the musical artistic image, and to the age characteristics of the preschool child. Therefore, in preschool childhood, at the very beginning of musical development, the child needs to be helped to hear and understand music, to enter the world of its images.

Psychological and age characteristics of children preschool age is that they are extremely responsive to everything emotional, vivid, figurative. They are able to show interest in affordable works of art, admire the beauty in nature, everyday life, in phenomena. surrounding reality and public life.

Musical perception in preschool age and its features are of great interest to musical theory and aesthetics. The study of the psychology of musical perception of children of this age provides the most important material for clarifying the specifics musical language and the nature of music as an art to explore its connections with speech, thinking, emotions, with a variety of types and forms human activity and communication.

The perception of music in preschoolers occurs, as a rule, on the basis of practical interest in developmental activities. At the same time, the elements of artistic experience are realized in active participation, and not in a simple contemplation of musical reality. The basis of creative activity here is the complex activity of “feeling”, when from the external impressions presented, the child, who perceives a piece of music, builds and creates an artistic image himself, determines its artistic value for himself and those around him.

A number of research scientists (,) note the following main features of musical perception, the knowledge of which is necessary for its development in children: integrity, emotionality, awareness, imagery.

Having conducted a study of the level of development of music perception in children 4-6 years old, I found that the perception of music at this age stage occurs in the unity and interaction of two main lines: 1-the actual intonation perception and awareness of music; 2 - awareness of music and its individual interpretation, mediated by the life and musical experience of the child. In general, the development of musical perception is uneven, with significant qualitative leaps in the 5th and 7th years of life.

Musical perception, being a complex, multifaceted psychological process, largely depends on the individual characteristics of the child, primarily on the type of his nervous system, general and musical abilities. Children with pronounced general and musical abilities show the ability to concentrate with unusual intensity for a long time on the perception of musical works, showing stability of attention and liveliness of emotional response.

Thus, the peculiarities of music perception in preschool children often overlap with the peculiarities of the perception of the surrounding world and consist in increased emotional responsiveness; the depth of artistic impressions due to novelty; brightness, colorfulness of perceived and created images; striving for practical active developmental activity. Knowing the patterns of development of musical perception, the teacher can manage the process of musical education of children, form their aesthetic tastes and needs.

Upbringing, training, education - basic pedagogical processes. Their interpretation differs according to whether these processes are understood as formation or as development. How are they different?

To form - to give a certain, desired form, that is, to bring in from the outside. Formation mechanisms include conscious (or unconscious, spontaneous) influence on the child with the help of factors and means that did not initially determine his natural course of development. Development is the outward unfolding of the properties initially present in the structure of a human being in accordance with the natural laws of their growth. It is impossible to develop what is not yet inside, what has not become a component of the structure of a human being.

The tradition of understanding upbringing as an impact on a child is becoming obsolete. A. S. Makarenko in the “Book for Parents” gave an illustration of such education, brilliant in its irony: “We take a child, fix him three meters away from us and ... we begin to educate.” The humanitarian pedagogical tradition is always focused on the education of morality. The specificity of education lies in the reproduction, development, support of a truly human in

a person, in the formation of the Image of a Man, the development of his vocation to be a Man, understanding of education as “care for the spiritual life of a child” (M. Montessori).

Respectively, musical education - the nutrition of music - is directed, in the words of V.A. Sukhomlinsky, not at the education of a musician, but first of all at the education of a Person, at "the education of a good mind and a wise heart."

musical training, as a formation, it is aimed at mastering the child with knowledge, skills, and skills in the field of musical art. Musical education, as a development, is aimed at creating conditions for the formation of musical thinking, musical consciousness, etc.

Musical education is one of the traditional cultural values ​​that determine the development of society and each individual. Child development in human culture there is a process that is organized by an adult, since the child does not know how to use cultural means. It is the adult who reveals to the child how to use them. Education in the Law of the Russian Federation is interpreted as “a purposeful process of education and training in the interests of a person, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels established by the state” (Scheme 1).

Scheme 1

Musical education

It is education and training that create the content-semantic basis of development, becoming its factors and means.

Education in the arts, especially music education, has great potential.

Since ancient times, science has accumulated about it great amount information. Three main directions of musical influence on the human body are distinguished: physical body; on spiritual essence; on intellect.

By the 20th century scientific data have accumulated confirming the knowledge of the ancients that music is the source of the most powerful influence on

person. For antiquity, for example, the deep connection between music and medicine is indicative. So, Aristotle emphasized not only the pedagogical, but also the therapeutic significance of music, believing that music relieves difficult mental experiences through catharsis. Hippocrates used in his medical practice the impact of music on patients. Great healer of antiquity Avicenna called the melody a "non-drug" method of treatment (along with diet, smells and laughter) and the strongest means of preventing neuropsychiatric disorders.

Since the 19th century science has accumulated a lot of information about the impact of music on humans and living organisms. In the XX century. interest in the influence of music on the formation spiritual world and on the human psyche has risen all over the world. Doctors, psychologists, teachers are trying to convey to people the importance music education for cultural life in general.

It has been proven that even the intrauterine period is very important for the subsequent development of a person: the music that he listens to future mother, has an effect on child's well-being. Most medical and psychological research confirms the positive impact of musical activity on respiratory and circulatory functions, immune processes, brain function and interaction of the hemispheres, mental performance, psychomotor, speech development, computing skills. As a result of musical influence:

■ increases the sensitivity of not only auditory, but also visual analyzers;

■ improve mental processes attention, perception, memorization;

■ exchange processes are regulated;

■ the level of anxiety decreases.

Thanks to researchers who have studied the psychophysiological aspect of the effects of music, the following facts can be considered established: music has a noticeable effect on minute blood volume, pulse rate, blood pressure, blood sugar levels, as well as a change muscle tone and the emergence of emotions.

Researchers formulate the "intellectual benefits" of music:

■ increasing the level of reading, speech skills;

■ improving skills in solving temporal and spatial problems;

■ improving verbal and arithmetic abilities; improvement of concentration of attention, memory; improved motor coordination.

Together with these “benefits” from music lessons, the main direction of methodological searches in musical education is still associated, as L. V. Shkolyar defines it, with the approach of music to the child and the experience of childhood in music.

ADDITIONAL LITERATURE

Anisimov V.P. Diagnosis of musical abilities of children: textbook. allowance for students. higher

textbook establishments. — M.: Vlados 2004.

Theory and methodology of musical education for children: scientific method. allowance / L. V. Shkolyar, M. S. Krasilnikova, E. D. Kritskaya et al. - M .: Flinta: Nauka, 1998.

QUESTIONS AND TASKS

1. Describe the sources of setting the goals of music education for preschoolers.

2. What is the ratio of musical development, musical training, upbringing and education?

3. Describe the potential of music education for the development of the personality of a preschooler.

4. Answer the question of Y. B. Aliyev: “Why do you need music, preschooler?”

5. Using the material of this textbook (parts II and III), make a table of tasks for the musical development of a preschooler at different age stages in one of the types of musical activity or in the development of his abilities.

6. Study the proposed literature. Write down the goals and objectives of music education, find something in common that is typical for various authors.

Aliev Yu.B. Methods of musical education of children (from kindergarten to primary school). — Voronezh; NPO "MODEK", 1998.

Vetlugina N.A., Keneman A.V. Theory and methodology of musical education in kindergarten. - M .: Education, 1983.

Gogoberidze A. G., Derkunskaya V. A. Theory and methods of musical education of preschool children: textbook. allowance for students. higher textbook establishments. — M.: Academy, 2005.

Zimina A.N. Fundamentals of musical education and development of young children. — M.: Vlados, 2000.

Praslova G. A. Theory and methods of musical education for preschool children. - St. Petersburg: Detstvo-Press, 2005.

Radynova O.P. etc. Musical education of preschoolers. — M.: Academy, 1998.

Harmonious combination of mental and physical development, moral purity and aesthetic attitude to life and art - the necessary conditions for the formation holistic personality. The achievement of this lofty goal is largely facilitated by the correct organization of the musical education of children.

Music is a means aesthetic education child

Aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understand the beautiful, notice good and bad, act creatively on their own, thereby joining various types of artistic activity.
One of the brightest means of aesthetic education is music. For her to do this important function, it is necessary to develop a general musicality in a child. What are the main features of general musicality?
The first sign of musicality - ability to feel character, the mood of a piece of music, to empathize with what was heard, to show an emotional attitude, to understand the musical image.
Music excites the little listener, evokes responses, introduces life phenomena, gives rise to associations. The rhythmic sound of the march causes him joy, enthusiasm, the play about the sick doll makes him sad. Hearing a sad song performed by an adult on the radio, the boy said: "Uncle sings about his grief." This means that the child felt the mood of the song, which conveys the state of mind of a person.
The second sign of musicality is ability to listen, compare, evaluate the most vivid and understandable musical phenomena. This requires an elementary musical and auditory culture, arbitrary auditory attention directed to certain means of expression. For example, children compare the simplest properties of musical sounds (high and low, the timbre sound of a piano and violin, etc.), distinguish the simplest structure of a musical work (song of a song and chorus, three parts in a play, etc.), note the expressiveness of contrasting artistic images(gentle, lingering character of the sing-along and energetic, mobile - of the refrain). Gradually, a stock of favorite works is accumulated, which the guys listen to and perform with great desire, the initial foundations of musical taste are laid.
The third sign of musicality is manifestation creative attitude to music. Listening to her, the child in his own way represents an artistic image, conveying it in singing, playing, dancing. For example, everyone is looking for expressive movements characteristic of briskly marching pioneers, heavily stepping bears, moving bunnies, etc. Familiar dance movements are used in new combinations and variations.
With the development of general musicality, the children develop an emotional attitude to music, their hearing improves, and creative imagination is born. The experiences of children acquire a peculiar aesthetic coloring.

Music is a means of shaping the moral character of a child

Music, directly affecting the feelings of the child, forms his moral character. The influence of music is sometimes stronger than persuasion or instructions. By acquainting children with works of various emotional and figurative various emotional and figurative content, we encourage them to empathize.
Songs about Lenin, about the Kremlin chimes, about Moscow evoke a feeling of love for our Soviet Motherland. Round dances, songs, dances of different nations arouse interest in their customs, bring up international feelings. Genre richness of music helps to perceive heroic images and lyrical mood, cheerful humor and perky dance melodies. A variety of feelings arising from the perception of music enrich the experiences of children, their spiritual world.
The solution of educational problems is largely facilitated by the collective penis, dances, games, when children are covered by common experiences. Singing requires united efforts from the participants. Singing inaccurately interferes with good sounding, performance, and this is perceived by everyone as a failure. Shared experiences create fertile ground for individual development. The example of comrades, the general enthusiasm, the joy of performance activate the timid, indecisive. For someone spoiled by attention, overly self-confident, the successful performance of other children serves as a well-known brake on negative manifestations. Such a child can be offered to help his comrades, thereby cultivating modesty and at the same time developing his individual abilities.
Music lessons influence the general culture of preschooler's behavior. The alternation of various tasks, activities (singing, listening to music, playing children's instruments, moving to music) requires children to pay attention, ingenuity, quick response, organization, manifestation of volitional efforts: when performing a song, start and finish it on time; in dances, games, be able to act, obeying the music, restraining from an impulsive desire to run faster, overtake someone. All this improves inhibitory processes, educates the will.
Thus, musical activity creates the necessary conditions for the formation moral qualities personality of the child, lays the initial foundations common culture future person.

Music - a means of activating mental abilities

The perception of music is closely connected with mental processes, that is, it requires attention, observation, quick wits. Children listen to the sound, compare similar and different sounds, get acquainted with their expressive meaning, note the characteristic semantic features artistic images, learn to understand the structure of the work. Answering the questions of the educator, after the work has finished, the child makes the first generalizations and comparisons: he determines the general nature of the play, notices that the literary text of the song is clearly expressed by musical means. These first attempts at aesthetic appreciation require active mental activity and are directed by the educator.
Like other art forms, music has cognitive value. It reflects life phenomena that enrich preschoolers with new ideas. Listening, for example, to the song "This is our Motherland" by E. Tilicheeva, they feel the solemnity, upliftment, jubilation of the people glorifying our Soviet Motherland! Developing the child aesthetically and mentally, it is necessary to support in every possible way, even if insignificant creative manifestations, which activate perception and representation, awaken fantasy and imagination.
When an adult sets creative tasks for a child, then search activity requiring mental activity. For example, in singing, the child improvises, creates his own version of the melody, tries to find a match literary text expressive intonation.
In musical-rhythmic activity, children with great pleasure invent, combine dance movements, singing and moving to the music. Dance, folk dance, pantomime, and especially musical dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, and words. At the same time, a certain sequence is observed: the guys listen to music, discuss the topic, distribute roles, and then act. At each stage, new tasks arise that make you think, fantasize, and create.

Music is a means of physical education

Music, perceived by the auditory receptor, affects the general condition of the entire human body, causes reactions associated with changes in blood circulation and respiration. V. M. Bekhterev, emphasizing this feature, proved that if you establish the mechanisms of the influence of music on the body, then you can cause or weaken excitation. P. N. Anokhin, who studied the influence of major and minor modes on the state of the body, concludes that the skillful use of melodic, rhythmic and other components of music helps a person during work and rest. Scientific data about physiological features musical perception provide a materialistic justification for the role of music in the upbringing of a child.
Singing develops the vocal apparatus, strengthens the vocal cords, improves speech (speech therapists use singing in the treatment of stuttering), and contributes to the development of vocal-auditory coordination. The correct posture of the chanters regulates and deepens breathing.
Rhythm classes, based on the relationship of music and movement, improve the child's posture, coordination, develop clarity of walking and ease of running. The dynamics and tempo of a piece of music require, in movements, to change the speed, degree of tension, amplitude, and direction accordingly.
Music lessons contribute to the overall development of the child's personality. The relationship between all aspects of education develops in the process of various types and forms of musical activity. Emotional responsiveness and a developed musical ear will allow children to respond to good feelings and deeds in accessible forms, help to activate mental activity and, constantly improving movements, will develop preschoolers physically.

Methods of musical education in kindergarten: “Doshk. education "/ N.A. Vetlugin, I.L. Dzerzhinskaya, L.N. Komissarov and others; Ed. ON THE. Vetlugina. - 3rd ed., Rev. and additional - M.: Enlightenment, 1989. - 270 p.: notes.

1. 1. MUSIC AS A MEANS OF PHYSICAL DEVELOPMENT OF PRESCHOOL CHILDREN CONSULTATION FOR PARENTS Music has always claimed a special role in society. Even the ancients knew that art has a healing effect! In ancient times, music and medical centers treated people for longing, nervous disorders, diseases of the cardiovascular system. Music influenced intellectual development, accelerating the growth of cells responsible for human intelligence. Music can change development: accelerate the growth of some cells, slow down the growth of others. But, most importantly, music can influence the emotional well-being of a person. The immortal musical works of Mozart, Beethoven, Schubert, Tchaikovsky are able to activate the energy processes of the body and direct them to its physical recovery. Music has a positive effect on the child both before birth and in the subsequent period. Music calms the child. Helps physical and mental development. Therefore, it is important that mothers sing to their children, especially melodic songs. It has long been observed that children fall asleep well to lullabies or reading a book. Sounds, especially those that are melodious, soothe and lull children. Music also helps rapid development speech in preschoolers. And it helps school-age children learn foreign languages ​​faster. After all, it is known that even small children easily memorize songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children are much more likely to memorize and reproduce songs rather than individual words and texts. Since it is easier for children to sing than to speak, music is considered an effective treatment for stuttering in children. Music helps improve speech, and what children cannot say can be easily sung. According to US researchers, healing power music is needed to normalize blood pressure, helps activate brain activity and strengthens the immune system. Rhythmic and energetic march-style music tones many muscles, which is extremely beneficial for the physical development of children. Therefore, many do exercises to bravura music. For some children, music is a means of focus. It makes children focused, helps to focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your child falls asleep and wakes up with music, he will be much happier and healthier. However, instead of listening to music, it is much more beneficial to sing yourself. Australian doctors even practice singing sessions for medicinal purposes.
2. 2. Humming the simplest tune is enough to make you feel better. Therefore, singing or music lessons are very useful for the physical development of children. She teaches the love of life. Therefore, children who are passionate about music become more educated, attentive, honest in their relationships with other people, radiate calm and positive mood. "Musical" children develop in intellectual development faster than their peers. Music develops Creative skills children, aesthetics, culture of behavior, helps to build trusting relationships and make new friends. Early musical experience, as well as musical activities (singing, moving to music, playing music, listening to music, etc.) open access to the innate mechanisms responsible for the perception and understanding of music and expand the use of these mechanisms for the formation of other higher brain functions. The recently coined term "music therapy" can act as an additional stimulus for the development of children. It is based on several fundamental definitions: listening to music develops visual-figurative thinking - the ability to analyze the image and then synthesize it. This kind of thinking is at the core of mathematics, engineering, and other disciplines;  than earlier child join the music, the more chances he has to fall in love and master it for real;  music games combine talking and singing with rhythmic movements. The areas of the brain responsible for these actions also control motor impulses, thanks to which the child learns more and more to control his body.  Music games help the child simultaneously use many skills at work, which develops multilateral neural connections. A child who from an early age listens to "live" music and plays with musical instruments, is more likely to realize his innate musical potential when he gets older;  when a child listens to classical music, the brain connections that are responsible for his mathematical abilities are strengthened;  contact with music is extremely important for speech and emotional development, as well as to strengthen motor skills;  rhythmic songs that you sing to your baby contribute to the development of his brain. Therefore, music, by virtue of its inner nature, should be an integral part of any education.
3. 3. In the "Methods of musical education" N. Vetlugina writes that singing develops the vocal apparatus, speech, strengthens the vocal cords, and regulates breathing. Rhythm classes contribute to the physical development of children, improve coordination of movements, improve posture, increase vitality, which creates a cheerful, joyful mood in the child and favorably affects the state of the body as a whole. Thus, music is one of the means of physical development of children. MUSIC DIRECTOR MBDOU DS No. 99 GORYUCHKO G.O. Municipal preschool educational institution kindergarten No. 4 "Firefly"
4. 4. Consultation for educators of Muses. leader: S.A. Bityutskaya R.p. Chistoozernoe 2010

AGE FEATURES

MUSICAL DEVELOPMENT CHILD

A child's abilities develop in the process of active musical activity.

The most significant features of musical development are:

• Auditory sensation, musical ear;
• The quality and level of emotional responsiveness to music of a different nature;
• The simplest skills, actions in singing and musical-rhythmic performance.

First year of life. From the first months, a normally developing child responds to the nature of the music with the so-called revitalization complex, rejoices or calms down. By the end of the first year of life, the baby listens to the singing of an adult, adapts to his intonation with cooing, babble.

second year of life. The child distinguishes between high and low sounds, loud and quiet sounds, and even timbre coloring. The first singing intonations are born; singing along with an adult, the child repeats after him the endings of the musical phrases of the song. He masters the simplest movements: clapping, stamping, spinning to the sound of music.

third and fourth years of life. This period of development is characterized by a desire for independence. Speech becomes coherent, the musculoskeletal system is strengthened. The child has a desire to make music, to be active. By the age of 4, children can sing a little song on their own, with little help from an adult. They have many movements that allow them to dance and play on their own.

fifth year of life. It is characterized by active curiosity of children. This is a period of questions: “why?”, “why?”. The child begins to comprehend the connection between phenomena and events, can make the simplest generalizations. He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the part of the piece (one is fast and the other is slow), on which instrument the melody is played (piano, violin, button accordion). The child understands the requirements: how to sing a song, how to move in a calm round dance and how to move in a dance.

Mastering the basic types of movement - walking, running, jumping - enables children to use them more widely in games and dances. Some strive, without imitating each other, to fulfill the role in their own way (for example, in a story game). Others show interest in only one type of activity, depending on the individual inclinations and abilities of each.

sixth and seventh years of life. This is the period of preparation of children for school. On the basis of the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize the musical work, understand its expressive means. Feel the various shades of mood conveyed by music.

The child is capable of holistic perception musical image, which is very important for the education of an aesthetic attitude to the environment. But does this mean that analytic activity can be detrimental to holistic perception? Studies conducted in the field of sensory abilities and musical perception of children have shown an interesting pattern. The holistic perception of music is not reduced if the task is to listen, to highlight. Distinguish the most striking means of "musical language". The child can allocate these funds and, given them, act in a certain way when listening to music, performing songs and dancing movements. This contributes to musical and auditory development, assimilation of the necessary skills to prepare for singing from notes.

In children of 6-7 years old, the vocal apparatus becomes even stronger, the range expands and levels out, greater melodiousness and sonority appear. Songs, dances, games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are more pronounced.

Thus, musical education fulfills the task of comprehensive and harmonious development of preschool children.