Oksana Kudashova
From the work experience "Music - as one of the means of efficiency physical development preschoolers"
From work experience
musical Head of MDOU Kindergarten No. 4 "Rainbow" Urazovo settlement, Valuysky district, Belgorod region, Kudashova Oksana Gennadievna
« Music - as one of the means of increasing the efficiency of the physical
development of preschoolers in accordance with GEF"
Introducing children to musical art begins from early childhood and therefore development of children's musical-artistic creativity, the implementation of independent creative activity children, we find satisfaction in self-expression in one from educational regions: "Artistic and aesthetic development» . Which suggests development prerequisites for value-semantic perception and understanding of the world music, its perception and connection with other activities.
Singing develops the vocal apparatus, strengthens the vocal cords, improves speech, (speech therapists use singing for stuttering, promotes development vocal-auditory coordination. Correct singing posture regulates and deepens breathing.
Rhythm studies based on relationship music and movement, improve the child's posture, coordination, develop clarity of walking and ease of running. Dynamics and pace musical works require in movements to change the speed, degree of tension, amplitude, direction accordingly. It is known that sound musical works enhances performance cardio - vascular, muscular, motor, respiratory systems of the body.
When exercising with musical accompaniment improves ventilation of the lungs, increases the amplitude of respiratory movements. At the same time, one can speak of development of musicality in children(emotional responsiveness, hearing).
Children learn to perceive music, move according to her character, means of expression.
Tasks physical development closely related to all branches of education in kindergarten. The educational program of the kindergarten provides work on the development of movements and in musical development.
Musical games and dances are built mainly on the main movements: walking, running, jumping, jumping.
Their improvement is in progress musically- artistic activity, and in motor activity.
For example, the transmission of a cheerful character by movements music promotes the development of correct posture, coordination of movements of arms and legs, ease of step, and teaching the correct step and run to the nodes according to physical culture, strengthens the muscles of the legs and thus contributes to an easier mastering of dance movements.
At the heart of movements is a certain rhythm, correlated with the rhythm musical sound. Music increases interest in games and exercises, giving them a special emotionality. Between music and movement at the same time performance, close ties are established.
Plays a decisive role music. Accompanying music, movements express its figurative content.
Accents, simple rhythmic patterns are easily reproduced in running, steps, claps, tempo changes, dynamics musical works entail changes in the speed, and the degree of intensity of the execution of the movement. Between music and movements easily set the desired interconnections: movements make you more intense, more fully perceive musical composition, A music controls the rhythm of movements, gives them special expressiveness, facilitates their implementation.
Music helps kids at the same time start and end a particular movement or the entire exercise, perform it at a certain pace. Pairs well with music walking, running on toes in a column, alone in place, loose running and some outdoor games, mainly round dance, Where musical accompaniment - a change of topics, parts - determines the transition to another action, the beginning or end of a certain sequence of actions. For example: in Game "Who is faster" children run around the hall to the sound music, and at the end of it quickly sit on chairs.
In the organisation physical development work I take an active part. Together with the instructor physical culture we hold various exercises: in walking, running, building and rebuilding, which ensures the speed and accuracy of their implementation.
Not accompanied music such exercises: climbing, long and high jumps from a place and from a running start, throwing, outdoor games containing competitive elements. Each child completes them at their own pace.
IN directly-educational activities I use music in a set of exercises previously learned without musical accompaniment.
IN development work movements great place takes morning exercises. Its main meaning is wellness: the musculoskeletal system is strengthened, all functions and systems of the body are improved. In addition, morning exercises allow you to organize a children's team.
An important task of gymnastics with music- creating a cheerful mood in children, which contributes to their activity in work, games, classes. Music causes positive emotions in children and thereby facilitates the execution of movements.
Used during gymnastics musical composition, you can not distort - emphasize individual rhythmic figures, make arbitrary pauses in order to adapt it for more convenient performance of a particular movement.
Gymnastics is also important daytime sleep. Children in the bedroom music perform arbitrary musically-rhythmic exercises, exercises for the prevention of flat feet and postural disorders. Complex ends breathing exercises. Throughout the year we use various options gymnastics.
IN directly-organized activities physical education music sounds episodic: while walking, running, jumping, changing lanes, some general developmental exercises. The main part of the lesson, as a rule, is carried out without music, however, individual outdoor games include musical accompaniment.
Application musical support in the learning process physical exercises depends on the stages of their learning. When getting acquainted with the movement, showing it music facilitates perception. After showing the exercise, a description is given. For example: Svetlana Alexandrovna, physical education instructor, shows an exercise with a hoop, accompanied by "Waltz" S. Asafyeva, then speaks: « The music is calm, melodious, quiet and movements should be light, unhurried, smooth.
Learning the individual elements of the movement is carried out without music, since its perception at this stage reduces the conscious control of motor skills and can lead to their mechanical reproduction.
As musical accompaniment of exercises in the main types of movements using folk, classical music, essays contemporary composers. I accompany the exercises music then when they are taught in advance with a physical education instructor.
Our task as musical leaders to teach educators to show all the movements of the exercises in accordance with the character, means expressiveness and form piece of music.
Learning the exercise should begin with the teacher explaining the rules for performing it and the first one or two times it should be done without music.
Familiar exercises are immediately performed with musical accompaniment. The teacher must ensure that there is a clear balance music and movements. Function music is not limited to the accompaniment or background of performing movements, it, first of all, should help children to become emotionally aware of their movements.
Together with the instructor physical culture we plan work on the development of movements, trying to avoid too much variety of material, to establish a certain sequence in its passage. It promotes interaction musical and physical development of preschoolers.
Raising a child by means of music, we must understand its significance for a comprehensive development personality and be its active guide in the lives of children.
Music has the potential to influence not only adults, but also young children.
Moreover, and this has been proven, even the intrauterine period is extremely important for the subsequent development of a person: the music that the expectant mother listens to positive influence for well-being developing child(perhaps, and forms his tastes and preferences). Only by developing the emotions, interests, tastes of children, you can introduce them to musical culture, lay its foundations. Preschool age is important for the subsequent mastery of musical culture by a person. If in the process of musical activity of children their musical and aesthetic consciousness is developed, this will not pass without a trace for the subsequent development of a person, his general spiritual formation.
Music develops the child mentally as well. In addition to various information about music, having cognitive value, the conversation about it includes a description of the emotional-figurative content. The vocabulary of children is enriched with figurative words and expressions that characterize the moods and feelings conveyed in music. Musical activity involves mental operations: comparison, analysis, comparison, memorization, and thus contributes not only to musical, but also to the general development of the child.
It is very important to create conditions for the formation of the foundations musical culture preschool children. In preschool pedagogy, music is seen as an indispensable means of developing children's emotional responsiveness to all the good and beautiful that they encounter in life.
Music for a child is a world of joyful experiences. In order to open the door to this world for him, it is necessary to develop his abilities, and above all his ear for music and emotional responsiveness. Otherwise, music will not fulfill its educational functions.
In the very early age the baby distinguishes music from the sounds and noises surrounding him. He focuses his attention on the heard melody, freezes for a while, listens, reacts with a smile, cooing, separate movements, shows a “complex of animation”. Older children have already increased mental abilities. They comprehend some connections between phenomena, they are able to make the simplest generalizations - to determine, for example, the nature of music, to name, according to what signs the play played is cheerful, joyful, calm or sad. They also understand the requirements: how to sing a song of a different character, how to move in a calm round dance or in a moving dance. Musical interests are also formed: there is a preference for one or another type of activity, genre of music.
By the age of six or seven years, the initial manifestations are observed. artistic taste- the ability to evaluate the works and their performance. Singing voices at this age acquire sonority, melodiousness, mobility. The range is leveled, the vocal intonation becomes more stable. If four-year-old children still need constant support from an adult, then with systematic training, most six-year-old children sing without instrumental accompaniment.
Children's actions music lessons aimed at performing educational and creative tasks. They master performing skills and improvise their own unpretentious melodies, and when performing various dances, they strive to convey various dance movements, musical and game images in their own way.
The versatile development of the child's personality is ensured due to the close relationship aesthetic education with moral, mental, physical. The implementation of the ideological and moral influence is helped by a properly designed program and works selected in accordance with the age capabilities of children. But the most important thing is the “school of feelings”, which are formed due to the special property of music - to evoke the empathy of listeners.
Cognitive and mental activity is also activated at music lessons. Children learn a lot by carefully listening to the work. However, they perceive only its most general features, the most vivid images. At the same time, emotional responsiveness does not lose its significance if the child is given the task of listening, distinguishing, comparing, and highlighting expressive means. These mental actions enrich and expand the sphere of feelings and experiences of the child, give them meaningfulness.
The harmony of musical and aesthetic education is achieved only when all types of musical activity available to preschool age, all the creative possibilities of a growing person. At the same time, by complicating pedagogical tasks, one should not abuse the special children's susceptibility. Musical art itself, its features put forward the need for a teacher to solve a number of specific tasks:
1. Cultivate love and interest in music. Only the development of emotional responsiveness and receptivity makes it possible to widely use the educational impact of music.
2. To enrich the impressions of children by introducing them in a specifically organized system to a variety of musical works and the means of expression used.
3. Introduce children to a variety of different types musical activity, forming the perception of music and the simplest performing skills in the field of singing, rhythm, playing children's instruments. To acquaint with the initial elements of musical literacy. All this will allow them to act consciously, naturally, expressively.
4. To develop the general musicality of children (sensory abilities, pitch hearing, a sense of rhythm), to form a singing voice and expressiveness of movements. If at this age a child is taught and involved in active practical activity, then all his abilities are formed and developed.
5. Promote the initial development of musical taste. On the basis of the impressions and ideas about music received, first a selective and then an evaluative attitude towards the performed works is manifested.
6. To develop a creative attitude to music, primarily in such activities accessible to children as the transfer of images in musical games and round dances, the use of new combinations of familiar dance movements, improvisation of chants. This helps to identify independence, initiative, desire to use in Everyday life learned repertoire, play music on instruments, sing, dance. Of course, such manifestations are more typical for children of middle and older up to school age.
Music is an art that affects a child already in the first months of his life. Its direct influence on the emotional sphere contributes to the emergence of initial response actions, in which one can see the prerequisites for the formation of basic musical abilities in the future.
In order for the development of children in this direction to be successful, it is necessary to organize work on musical education, taking into account the characteristics of music and the age capabilities of children.
Already in the first year of life, the teacher organizes the communication of children with music, accumulating their experience of listening to the simplest melodies (sung or performed on children's musical instruments), encourages them to respond to them with voice or movement, creates the prerequisites for the active musical activity of the child at subsequent stages of development.
All musical abilities are united by a single concept - musicality. “Musicality is a complex of abilities developed on the basis of innate inclinations in musical activity, necessary for its successful implementation” (Radynova O.P. “Musical development of children”).
The core of musicality are three main abilities that are necessary for the successful implementation of all types of musical activity: emotional responsiveness, ear for music, sense of rhythm.
Emotional responsiveness to music is the center of the child's musicality, the basis of his musical activity, necessary for feeling and comprehending the musical content and its expression in performing and creative activities.
An ear for music is necessary for pure intonation when singing, a sense of rhythm is necessary for movement, dancing and playing musical instruments.
Modern researchers have proved that it is necessary to start forming the foundations of musical culture and developing musical abilities as early as possible. The poverty of musical impressions of childhood, their absence can hardly be made up for later, as an adult. To form the foundations of culture, an appropriate environment, which will give him the opportunity to get acquainted with a variety of music, learn to perceive and experience it.
The musical activity of preschoolers is a variety of ways, means of children's knowledge of musical art (and through it, the surrounding life, and themselves), with the help of which general development is also carried out.
In the musical education of children, the following types of musical activity are distinguished: perception, performance, creativity, musical and educational activities. All of them have their own varieties. Thus, the perception of music can exist as an independent type of activity, or it can precede and accompany other types. Performance and creativity is carried out in singing, musical and rhythmic movements and playing musical instruments. Musical and educational activities include information of a general nature in music as an art form, musical genres, composers, musical instruments, etc., as well as special knowledge about the ways of performing. Each type of musical activity, having its own characteristics, involves the mastery of those methods of activity by children, without which it is not feasible, and has a specific impact on the musical development of preschoolers. Therefore, it is important to use all types of musical activities.
Musical educational activity does not exist in isolation from other types. Knowledge, information about music is given to children not by itself, but in the process of perception of music, performance, creativity, along the way, to the place. Each type of musical activity requires certain knowledge. For the development of performance, creativity, special knowledge is needed about the methods, techniques of performance, means of expression. While learning to sing, children acquire the knowledge necessary to master singing skills (sound formation, breathing, diction, etc.). In musical and rhythmic activities, preschoolers master various movements and methods of their performance, which also requires special knowledge: about the fusion of the nature of music and movements, about the expressiveness of the game image and its dependence on the nature of music, on the means of musical expression (tempo, dynamics, accents, register , pauses). Children learn the names of dance steps, learn the names of dances, round dances. Learning to play musical instruments, children also gain certain knowledge about the timbres, methods, techniques of playing different instruments.
Thus, it must be remembered that musical development has a positive effect on the overall development of children. The child's thinking improves, the emotional sphere is enriched, and the ability to experience and feel music helps to cultivate love for beauty in general, sensitivity in life. Mental operations, language, memory are also developing. Therefore, developing a child musically, we contribute to the formation of a harmoniously developed personality, which is very important. The musical activity of preschoolers is a variety of ways, means of children's knowledge of musical art (and through it, the surrounding life, and themselves), with the help of which general development is also carried out.
Bibliography:
- Vetlugina N.A. Musical education in kindergarten. –M.; Enlightenment, 1981
- Methodology musical education in kindergarten / ed. Vetlugina N.A. - M, 1982.
- Metlov N.A. Music - for children - M.; Enlightenment, 1985
- Nazaikinsky E.V. On the psychology of musical education. - M.: 1972.
- Tarasov G.S. Pedagogy in the system of music education. – M.; 1986
- Teplov B.M. Psychology musical ability- M., L., 1977.
- Khalabuzar P., Popov V., Dobrovolskaya N. Methods of musical education - M., 1989.
Music is a means of aesthetic education of a 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 artistic activity.
One of the brightest means of aesthetic education is music. In order for it to fulfill this important function, it is necessary to develop general musicality in the 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 that conveys state of mind person.
The second sign of musicality is ability to listen, compare, evaluate the most striking and understandable musical phenomena. This requires an elementary musical and auditory culture, arbitrary auditory attention directed to certain means of expression. For example, children map the simplest properties musical sounds(high and low, timbre sound of the 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 of a 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, a bear stepping heavily, moving bunnies, etc. Familiar dance moves used in new combinations and variants.
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 dance songs dances different peoples 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 collective penis, dances, games, when children are covered by common experiences, contribute to the solution of educational problems in many respects. 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 the spoiled by attention, overly self-confident successful performance other children serves as a 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 of 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: determines the general nature of the play, notices that the literary text of the song is pronounced musical means. These first attempts at aesthetic appreciation require active mental activity and directed by the teacher.
Like other art forms, music has an educational 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 puts before a child creative tasks, then there is a search activity that requires 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 physical education
Music perceived by the auditory receptor affects general state of the whole human body, causes reactions associated with changes in blood circulation, 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 scale 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 on the physiological characteristics of 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.
INthe influence of music on a child in the womb.
According to a number of studies, even before birth, the child hears sounds and feels vibrations from the outside world. When parents sing and talk to an unborn child, it is believed that he also communicates with them and with the outside world. Children may respond to sounds, most often in the form of jolts. Some studies have found that babies, even while in the womb, have their own musical preferences. If you listen to lyrical classical music, chances are your child will calm down and stop kicking. And music in the style of rock or metal can provoke real dances in the mother's stomach.
Scientists involved in scientific research about the influence of music on the physical development of children, they believe that listening to Mozart contributes to the development of the mental activity of children. Scientists call this phenomenon the "Mozart effect". To feel beneficial effect music on a child, doctors often advise mothers to listen to lyrical music (especially classical) more often. Music is considered as part of human nature, which slowly but effectively restores harmony in life and contributes to the further physical development of the child.
The effect of music on newborns.
Due to the calming effect of music, many scientists believe that it speeds up the development of premature babies. Music has a positive effect on the normalization of breathing and heart rate, reduces pain and accelerates the growth of newborns. Israeli scientists claim that the "Mozart effect" normalizes the metabolism of premature babies, which helps to quickly reach the required weight.
The influence of music on older children.
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 contributes to the rapid development of speech in preschool children. And it helps school-age children learn faster foreign languages. 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 effective tool treatment of stuttering in children. Music helps improve speech, and what children cannot say can be easily sung.
Music therapy.
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. It is enough to hum the simplest melody 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 calmness 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.
Music can be expressed not only through musical instruments and sound-reproducing devices. Music is encoded in the sounds of nature - the sound of waves and the rustle of leaves in the wind, the singing of birds and crickets, the rustle of rain, and so on. Therefore, more often be outside the city, in nature. Find exactly the music that your child likes the most and try to listen to it as often as possible.
Researchers in the field of psychology have made a significant contribution to the study of age-related changes in the human psyche, especially the psyche of children. preschool age. Ideas fundamental research A. N. Leontiev, A. V. Zaporozhets, A. A. Markosyan, V. V. Davydov and other scientists underlie the organization of educational and educational process at school and preschool institutions. Physiologist A.A. Markosyan, for example, developed a detailed age classification, including eleven age periods. According to the researcher, it is they that create only a prerequisite for certain changes in the mental organization of the child; these changes are influenced social factors, which can no longer be identified with the help of psychophysiology alone.
Thus, age is not only a physiological concept, but also a social one. This interpretation is contained in the very name of some age periods: “preschool”, “school”, etc. Certain functions are associated with each age in society, for age groups one status or another. The socio-psychological meaning of age division cannot be overlooked when we are talking about age-related features that manifest themselves in the sphere of human contact with art. Therefore, speaking of best age for the development of musicality, we have in mind many conditions.
There is one more significant rule to be mentioned. mental functions develop unevenly. This idea was expressed by L. S. Vygotsky, B. G. Ananiev, L. I. Bozhovich. So, L. S. Vygotsky notes: “... the development of the imagination and the development of reason are very different in childhood". Developing this idea, L. I. Bozhovich points out that the boundaries of age can shift depending on the activity of the child and the specific conditions in which he is.
Structure can become a practical guide when used with children's musical development in mind. different ages and their personalities.
But for this you need to know the age and individual characteristics musical development of children. Knowledge of the age characteristics of preschool children enables the teacher to find more effective ways management of the mental processes of the child, including his musical development.
The concepts of "age" and "age stage of development" are interpreted in different ways. Some consider the age stage only as a natural biological process. Hence the conclusion about the immutability of these stages. Others generally reject the concept of "age" and believe that at any stage of development, a child can be taught anything. Hence the complete disregard for consideration of age opportunities.
The early and bright successes of children in performing musical activity every time allow us to think that we are dealing with a rare, exceptional phenomenon. But there is reason to believe that the ability to perceive a musical work is also not always directly dependent on age.
The opinion that there is no direct reason for the relationship between musical ability and age has two sides: negative and positive. Its negative side lies in the fact that the legitimacy of the development of musical abilities as a person grows up is denied. In other words, a child can grow, but his ability to musical activity does not progress (may even regress, on the contrary), if you do not provide optimal opportunities for its development. Positive - lies in the fact that already at an early age a child can develop musical susceptibility.
The idea of the existence of the best age period for the development of musical abilities echoes the position of L. S. Vygotsky on the leading types of activities for children of different ages. But in the field of musical perception, such a period has yet to be found. When we say “best”, we mean not so much that it is the only one (for example, the age of up to three years is the only time when a person can learn to speak), but that, having missed this age, we create additional difficulties in musical development. .
It should be emphasized that although age to a large extent characterizes the formation of an individual, his neuropsychic maturation is determined mainly by all his life experience. A person at any stage of his development has a completely unique, single property. In this sense, individual properties, as it were, overlap its age-related features, which makes the age-related boundaries of perception extremely unstable, dynamic, changeable and at the same time very differentiated, subject to external influences.
What is the basis for establishing the boundaries of the age stages of children's development?
Soviet psychologists believe that these boundaries determine the child's attitude to the world around him, his interests and needs for certain types of activity. And in accordance with this, the following age stages of the entire preschool period can be noted:
infancy (first year of life);
early childhood(from 1 year to 3 years);
preschool childhood (from 3 to 7 years).
The timing of the beginning of musical development and education must be sought in the prerequisites for the emergence of a certain attitude to music, the appearance of emotional and auditory responsiveness.
In Soviet psychology and pedagogy, data have been obtained on the early stages of the manifestation of musicality. According to A. A. Lyublinskaya, on the 10-12th day of life, babies have reactions to sounds.
At the beginning of the first months of life (first age stage - infancy) musical sound affects the child purely impulsively, causing a reaction of revival or rest. So, children sitting quietly in the arena, at unexpected sounds of the piano, turn, rejoice and begin to crawl towards the sounding source.
This confirms the need for early musical education, and primarily the development of perception, since children are not yet ready for other types of musical activity. In accordance with this, a program of musical education in preschool institutions is being built, which outlines certain tasks for the musical development of children, starting from two months of age. Gradually, with age and with purposeful upbringing, children begin to perceive music according to the emotional and semantic content, rejoicing or sad, depending on the nature of the music, and only later perceive the expressiveness of the image.
The next age stage is early childhood (1-3 years). During this period, the child most clearly manifests the need to communicate not only with adults, but also with peers. He masters orienting actions with surrounding objects. The child has a desire for musical activity, the baby is interested in moving to the music, in singing. All this acts as a prerequisite for musical activity.
When perceiving music, children show emotional responsiveness: they rejoice or calmly listen to music. Auditory sensations are more differentiated: the child distinguishes high and low sounds, loud and soft sounds, the most contrasting timbres of children's musical instruments. There are also individual differences in auditory sensitivity, which allows some babies to accurately reproduce a simple and short melody.
The first consciously reproduced singing intonations appear. And if in the second year of life a child, singing along with an adult, repeats the endings of musical phrases, then by the end of the third year he himself can reproduce the melody of a small song (with the help of a teacher). During this period, children often own will they sing, improvising some intonations they like. They willingly move to the music: they clap, stomp, spin. The child's musculoskeletal system is noticeably strengthened, and movement to the music helps him express his mood.
The next age stage is actually preschool childhood (3-7 years). 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 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 music games, dancing.
Children of middle preschool age already 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 should 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; high, low, loud, quiet sounds; 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 a child of middle preschool age 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.
The motor apparatus is significantly strengthened. 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 of musical activity are more clearly revealed.
Children 5-6 years old against the background of their general development achieve new quality results. 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. So, after listening to two marches by S. S. Prokofiev and E. Parlov, the children were asked to say which of the marches they like and why. Most of the children chose "March" by S. S. Prokofiev. But their motivations were very peculiar: “Strict music”, “This march is better, there are such brave soldiers”, “Music has a character”. About E. Parlov's march, the boy said: "I liked it better, we know him, he is softer." In these statements, a desire was manifested to find life prototypes expressed by musical means, to evaluate its general character (“strict music”, “music has a character”, “it is softer”), an attempt is visible to compare it with one’s own experience (“we know it”). 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. They learn the simplest information on musical literacy. All this is the basis for the versatile musical development of children.
Children 6-7 years old are brought up in a preparatory group for school. The very name of the group, as it were, determines its social purpose. Develop mental capacity children, enriches them musical thinking. 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 the general character of the music, but also its mood (cheerful, sad, affectionate, etc.). They already attribute works to a certain genre: cheerfully, clearly, menacingly, joyfully (about a march); affectionately, quietly a little sad (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. Hence, individual manifestations often "overtake" the age possibilities.
There are distinct 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). The vocal apparatus of a child of 6-7 years old is strengthened, however, singing sound formation occurs due to the tension of the edges of the ligaments, therefore, 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 given age deviations are significant. The voices manifest melodiousness, sonority, although a specifically childish, somewhat open sound is preserved. In general, the choir of children aged 6-7 does not sound stable and harmonious enough, although master teachers, studying with children of this age, achieve good success.
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 activity. 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, great attention is given to playing children's musical instruments (individually and in an ensemble). Children master the simplest methods of playing drums (drums, tambourines, triangles, etc.), strings (zithers), wind instruments (triola, Melodiya-26); 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, it is important to identify the links between the level of children's aesthetic attitude to music (to musical activity) and the level of development of musical abilities.
Secondly, the level of musical development of children different ages depends on active learning 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.)
The main thing, and this is emphasized in the program of musical education, children get the experience of listening.
Not all children of the same age are the same in terms of musical development. There are significant deviations due to their individual characteristics. 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 are distinguished by a peculiar combination of individual musical abilities. So, with very high quality musical perception some children are weaker in singing, dancing or good development 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.
In general, it is possible to formulate the level of development of musicality, which should be strived for in the practice of musical education in kindergarten.
Let us give examples of the desired level of musical development of a child of middle, senior and preparatory school groups.
IN middle group children should:
respond emotionally to music, recognize all familiar works, mark favorites, recognize a melody, speak about works, distinguish between the contrasting nature of music, sounds in height within a sixth;
identify different dynamic shades: forte [f] -I loud, mezzo-forte - moderately loud, piano [p] - quiet: sound;
sing simple songs without accompaniment and with accompaniment;
move to unfamiliar music, conveying its basic mood, perform dance movements accurately and with pleasure, perceive a simple rhythmic pattern on percussion instruments clearly.
Thus, it can be concluded that the identification of the supposedly existing musical abilities of preschool children is possible only when their development can already be diagnosed, that is, the level achieved is already noticeable.
