Tatyana Zhukova
For musical raising children needs rich musical subject-developing environment(musical environment, and for the development of the personality of preschoolers, there should be a teacher next to them, enthusiastic music able to realize creative potential musical environment and manage the development of children's creativity.
The child receives the basic knowledge and skills at a special organized classes in the music room, and it is more effective to consolidate them in independent activity, i.e. in a group. That is why the teachers of our preschool educational institution are very thoughtful and attentive to the design and organization of a musical-developing environment in groups, strive to make it interesting and rich. When creating conditions for musical and creative development of children, we take into account that the environment in all age groups must first of all be comfortable and safe for the child, benefits must comply with hygiene requirements, the rules for protecting the life and health of children.
The forces of our educators in each group created subject zones for the development of creative abilities of preschoolers. Here, our students have the opportunity in a playful way to consolidate the knowledge gained at classes: perform familiar songs, accompanying yourself on children's musical instruments; sketch the plot of your favorite song or stage it using costume elements. You can often see how children divided into subgroups, are divided into singers, musicians and spectators.
At organization of the subject environment, as well as in the process of developing its components, we faced the problem of lack of material funds for the purchase of various equipment, allowances and children's musical instruments. No matter how paradoxical it may sound, but this problem contributed to the development of creativity of teachers, parents and children, since many components environments were made by hand with minimal material costs.
In our opinion, the use of non-standard musical equipment, made by the hands of educators, is very useful, as it allows you to provide dynamism musical environment, its constant updating, and this, in turn, arouses children's interest in musical activity, motivation, and then the need for it.
In the production of manuals, we try to use pure colors, objects of different sizes from a variety of materials. Often these sounding attributes allow the child to "hear" the world. They are easy to perform, require a minimum of materials and are functional for the tasks performed. So, for example, to make musical box, it is enough to take a soap box, fill it with buttons, different in size and texture, paste over it with adhesive tape. The resulting tool allows:
To teach the child to compare individual sounds that are contrasting in timbre and sound coloring;
Cultivate a desire to use sounding items in various activities.
Just as easy to do "squeakers", "violinists" etc. (linen bags filled with small items from different quality materials: cereals, seeds, sand, starch, etc.)
Appearance in musical corners of the new allowance « Musical mittens» , aroused genuine interest in our children and contributed to the solution of tasks for the development of rhythmic perception.
Tool "Bear's Pants"(plastic coat hangers with multi-colored rustling packaging for flowers attached to them, which is cut into a small strip) helps to solve the following tasks:
Teaching children to exhale independently and smoothly through the mouth;
Developing the skills of proper breathing through the nose, increasing the volume of the lungs;
Encouraging children to desire to imitate the sounds of nature, develop imagination (leaf rustling, wind blowing).
In our practice, we also use manuals developed by the teacher - musician E. Y. Matvienko "Funny Cubes". We made cubes from square cardboard boxes decorated with self-adhesive colored paper. The main thing is that the cube is light and not traumatic. Images on the cubes were also made from self-adhesive colored paper in the form of applications. The manual looks bright, aesthetically pleasing and thus makes you want to play with it.
game in "Cube Orchestra" allows you to feel and reproduce the metric pulse of speech and music, to develop communication skills, auditory attention, elementary music playing skills in the orchestra, to cultivate interest in playing the musical instruments.
The game "Rhythmic Cube" helps to develop auditory attention, rhythm in older preschoolers; use "sounding gestures"- claps, flip flops, clicks, stomps, etc.; to consolidate the skills of direct counting; evoke positive emotions from the game.
It should be noted that when designing and creating subject zones for the development of children's creative abilities, we try to musical environment organically adjacent to the theater and art corner. These types of children's activities are closely connected, interpenetrating and, as it were, flow from one another. In the corners for theatrical activities different types of theaters. Children are happy to play puppet theater scenes, small fairy tales that "voiced" with help musical instruments, and if desired, they can sketch the plot of their favorite fairy tale. It is gratifying to see how the doll comes to life in the hands of a child. These dolls are made by the hands of our educators with the participation of children from older age groups. Our parents are a big help.
Smeshariki Theatre.
Thus, summing up the above, we can conclude that organization of a musical subject-developing environment requires the following principles:
1. the principle of taking into account the age and individual characteristics and inclinations of children;
2. the principle of functional and emotional comfort of children in environment(musical object environment is comparable to the eye, the actions of the hand, the growth of the child);
3. the principle of consistency (periodic enrichment and updating of the content subject environment to maintain a steady interest of children in creative activities).
Compliance with these principles helps to form creative activity in our pupils, the ability to think creatively, and grow up as creatively developed people.
Musical subject-developing environment of the preschool educational institution
4. Audiovisual aids: transparencies, compact discs, phonograms, audio and video cassettes, video discs).
Approximate content of music zones by age groups
List of materials for children from 2.5 to 4 years old (1st and 2nd junior groups):
left-handed dolls;
Figurative musical "singing" or "dancing" toys (cockerel, cat, bunny, etc.);
Toys-instruments with a fixed sound - organs, hurdy-gurdies;
Toy-instruments with sound of indefinite height: rattles, bells, tambourine, drum;
A set of unvoiced figurative instruments (harmonicas, pipes, balalaikas, etc.);
Attributes to musical mobile games;
Flags, sultans, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes, etc. for children's dance creativity (according to the seasons);
Desktop screen with glove toys;
Tape recorder and set of program audio recordings;
Singing and moving toys;
Musical pictures for songs that can be made on a cube and in the form of a large album or separate colorful illustrations.
List of materials for children 4-5 years old (middle group of kindergarten):
In the musical zone for independent activities of children 4-5 years old, it is advisable to have benefits for the younger group (listed above), as well as additionally:
Glockenspiel;
Noise instruments for children's orchestra;
Little books “We sing” (they contain bright illustrations for familiar songs);
flannelgraph or magnetic board;
Musical and didactic games: "Three Bears", "Recognize and Name", "In the Forest", "Our Orchestra", "Flower-Semitsvetik", "Guess the Bell", etc.;
Attributes to mobile musical games: "Cat and Kittens", "Hen and Cockerel". "Hares and the Bear", "Pilots" and others;
Musical ladders (three-step and five-step), on which there are small and large birds or small and large nesting dolls;
Ribbons, colored handkerchiefs, bright sultans, etc. (attributes for dance improvisations in the season;
Desktop screen and a set of toys;
Musical toys (sounding and noise) for creative music making:
A tape recorder and a set of program audio recordings.
List of materials for children 5-6 years old (senior group of kindergarten):
In addition to the materials of the middle group, the following is used:
Rattles, tambourines, drums, triangles, etc.;
Musical toys-instruments with diatonic and chromatic sound (metallophone, piano, button accordion, accordion, flute);
Homemade musical toys (noise orchestra);
Portraits of composers;
Illustrations from the "Musical Primer";
Musical and didactic games: "Bee". "Musical Lotto", "Recognized and Name", "Steps", "Repeat Sounds", "Three Little Pigs", "Magic Top", "Musical Train", "Guess what sounds, etc.;
Attributes for outdoor games ("Round dance in the forest", "Raven", "Cat and Mice", etc.);
Children's drawings for songs and familiar pieces of music;
Screens: desktop and screen for the growth of children;
Musical ladders of three, five and seven steps - voiced;
Attributes for children's dance creativity: elements of costumes for familiar folk dances;
Multi-colored feathers, multi-colored gloves for musical improvisations behind a screen and other attributes;
Seasonal attributes for dance improvisations - leaves, snowflakes, flowers, etc.):
A tape recorder and a set of program audio recordings or discs.
List of materials for children 6-7 years old (preparatory group of kindergarten):
Musical instruments (maracas, tambourines, harp, children's piano, metallophone, bells, triangles, flutes, drums, etc.);
Portraits of composers;
Illustrations on the theme "Seasons";
Pictures for the manual "Musical primer";
Albums: "We draw a song" or "We draw and sing" with children's drawings in which they reflect their emotions and feelings about the music they listened to and favorite songs;
Graphic aid "Emotions" (cards depicting faces with different emotional moods) to determine the nature of the melody when listening to works;
Albums for viewing: "Symphonic Orchestra", "Folk Instruments", "Dances of the Peoples of the World", etc.;
Musical ladders (three-, five- and seven-step - voiced);
A set of homemade instruments for a noise orchestra;
Musical and didactic games: “Three Little Pigs”, “Three Flowers”, “Musical Umbrella”, “Rhythmic Lotto”, “Find Strawberries”, “Rhythmic Cubes”, “Name the Music Composer”, “Funny Record”, “Musical Chicks” etc.;
attributes for outdoor games (for example, "Hello, autumn", "Cosmonauts", etc.);
Attributes for children's dance creativity, costume elements for familiar folk dances (kerchiefs, wreaths, hats) and attributes for seasonal dance improvisations (leaves, snowflakes, flowers, etc.); multi-colored gloves, sultans, gas handkerchiefs or scarves, multi-colored ribbons, multi-colored feathers for musical and dance improvisations;
A tape recorder and a set of program audio recordings or discs.
MUNICIPAL BUDGET PRESCHOOL
EDUCATIONALINSTITUTION KINDERGARTEN №9
Didactic possibilities of the subject-developing environment in the musical education of preschool children
Consultation for educators
From work experience
Musical director
MBDOU №9 Kalinkina N.V.
Ust-Labinsk
Modern children are surrounded by a rich world of sounds, the sources of which are television, radio, cinema, audio - video equipment. Children listen to music that is accessible and inaccessible to their understanding, close, interesting in subject matter, and music designed for adults. Therefore, the process of musical education in the preschool educational institution should be purposeful. Preschoolers are attracted by the plot, fabulousness, the world of toys, animals. The real life experience of the child, direct impressions of the environment can be a breeding ground for introducing him to the art of music.
The content of musical education in the preschool educational institution creates favorable conditions for the development of the child's potential, his musical abilities. Music affects the child, contributing to the formation of a full-fledged personality, educating and enriching his feelings, his emotional world. If a child listens to beautiful authentic music from an early age, then over time he develops a musical taste, his attitude to the world of beauty. When perceiving or performing music, aesthetic feelings arise as a stable attitude to music, containing an emotional and cognitive nature. Aesthetic sense forms musical taste - the ability to enjoy artistically valuable music. It is important to introduce children to works of different eras and styles that have artistic merit.
The main goal of pedagogical efforts is not the formation of a certain amount of ZUN, but the development of the emotional sphere of preschoolers. Music only fulfills its function when the child develops emotional responsiveness, ear for music, and musical abilities.
The development of responsiveness to music of a different nature, the formation of musical taste in preschool age create the foundation of musical culture. The concept of musical culture includes various types of musical activity, musical skills, skills developed as a result of practical activities, musical and aesthetic consciousness.
If a child has an interest in musical activity, if music affects his feelings, if he is able to evaluate a work, then the musical and aesthetic consciousness gradually rises to a higher level, on which the development of musical abilities and the general development of the child depend in turn.
What are the possibilities of children for musical development at different age stages?
Until the age of three, a child develops musical emotions and accumulates musical impressions.
At the age of four, he listens to music for a longer time, he shows interest in music, in certain types of musical activity.
At the age of five, a steady interest in music and musical activities appears. Emotions, experiences become deeper, musical abilities appear.
Children 6-7 years old can control their performance based on their own experience. With the acquisition of musical experience and vitally increased opportunities, children are able to listen more attentively, feel more deeply the mood of the work and its individual parts, develop a steady interest in music and a need for it. Emotional and intellectual attitude to music is united by aesthetic emotions, aesthetic experiences of the content of the work.
Achieving the main task - the education of interest, love, the need to communicate with art is possible only when children are emotionally responsive, interested, active and purposeful, which creates a favorable basis for the development of the individuality of each child.
“If a child develops an interested and enthusiastic attitude, if he admires the beautiful, kind. Expressed in music, this solves the main task of moral and aesthetic education and successfully forms a variety of musical skills, ”N. A. Vetlugina emphasizes.
What contributes to the creation of the foundation of musical culture.
The means of pedagogical influence that form the interest of children in music, the development of musical abilities are revealed. Among them are the use of methods, techniques, visual aids, sound tools that help children understand the content and means of musical expression.
The leading place among pedagogical means is occupied by the teacher's own enthusiasm, brightness, professionalism of performance, the ability to captivate children with music and words. The use of search, creative tasks, problem situations, the variability of methods and techniques, types of music lessons, forms of organization of musical activity, helps children to actively acquire musical experience, develop independent creative activity.
In order to increase children's interest in learning, the development of children's activities and personality, it is necessary to create conditions and, above all, a subject-developing environment for musical education and development.
The subject-developing environment contains great opportunities in the education and upbringing of preschoolers. It can be successfully used both as a form of education, and as an impetus for independent musical activity, and as a means of educating various aspects of a child's personality. The developing environment and material support are not identical, but are interconnected, since material support is the basis of the developing environment. Often the group room is crammed with random objects, expensive toys that do not carry a developmental beginning. Sometimes games, didactic aids, created by the hands of teachers, great masters and enthusiasts of their craft, give much longer than many games of well-known companies.
When organizing the educational process, the use of didactic aids and sound means has a positive effect. They have a strong educational and educational impact on the child, as they provide visibility, reliability. By influencing the sense organs of complexes of colors, sounds, intonations, didactic aids and sound means evoke diverse sensations in the child. With simultaneous exposure to several stimuli, temporary connections are formed between the analyzers themselves, an association of sensations arises, which leads to an increase in emotional tone and the level of performance.
As practice shows, what is perceived emotionally is remembered deeply and for a long time. The latter is very important, since the reduced emotional state of the child is one of the factors that reduce his performance, and boredom is the most powerful factor in fatigue.
Researcher M. S. Grombak, distinguishing that interest in learning is the main source of increasing efficiency, considers it in two aspects: as the attractiveness of an object or type of activity and as a feeling of “interesting”. After all, the main goal of teaching preschoolers is not so much that they learn a certain amount of ZUN, but rather to develop their mental activity.
Therefore, in the process of conducting music lessons, there should be an interweaving of the informational and aesthetic, the interpenetration of the emotional and cognitive. Thanks to the combination of the emotional, figurative and logical components of the musical material, the cognitive activity of the child is enhanced, favorable conditions are created for the creative understanding of the new. Careful selection of didactic materials in a music lesson and the integrated use of equipment help to plan work with children correctly. The task of the teacher is to adapt the right tool to the specific conditions and abilities of children, taking into account their individual characteristics.
The status of preschool institutions has changed, which are the executors of the requests of parents who are interested in what program the children's institution is working on, whether preparation for school is guaranteed, whether there are studios, circles, gyms, etc. Often in a preschool educational institution you can see a rich subject environment that cannot be named developing. The reason is that there is no focus on the age of children, on their individual abilities, characteristics and interests.
REQUIREMENTS FOR THE ORGANIZATION OF THE SUBJECT DEVELOPING ENVIRONMENT
IN MUSICAL EDUCATION:
1. The organization and arrangement of the objects of the developing environment must be rational and logical. Musical and theatrical zones are located next to the literary center.
2. The developing environment must meet the age characteristics and needs, have distinctive features. For children of the third year of life, a relatively large space is needed where they can actively move. For children of the fourth year of life, a large number of attributes (crowns, hats, bags) are necessary, as they strive to be like adults. Children of the older group have a need to play with peers, to communicate, the implementation of which will help theatrical and musical didactic games.
3. The subject-developing environment should include not only stationary, but also multifunctional play equipment (screens of different sizes, benches, in boxes - an object, pieces of fabric, scarves, dresses, shoes, hats, elements of different costumes). Children try on all this and change something from the standpoint of their children's interests.
In each age group, conditions should be created for independent active action with a variety of materials-attributes, children's musical instruments, musical and didactic games.
Children should have the right to choose subjects for the realization of individual interests and needs.
The location of the objects of the developing sphere should be comfortable, convenient, cozy and move freely.
The design of the subject-developing environment should meet the requirements of aesthetics, attract the attention of children, encourage active actions in it.
All age groups need a place to relax, where you can listen to music, musical fairy tales, play musical and didactic games.
From the age of three, a child in a group should have an inviolable place where personal property is stored: jewelry, a mirror, postcards, badges, gifts, toys.
10. It is necessary to observe safety precautions in interaction with objects of the developing environment in order to protect the life and health of children.
11. The developing environment must meet sanitary and hygienic requirements. Furniture, screens should be according to the height of the child. Hats are best placed in plastic pockets, which can be easily hung on the child's chest with a ribbon. Children's musical instruments such as pipes, flutes, harmonicas, clarinets, saxophones, etc. must be stored in closed boxes and allowed to play by only one child, after which the musical instruments are processed. Objects of the developing environment should be durable, light and not bulky. It is necessary to foresee how the child will play - sitting or standing.
alla mavlyutova
Creation of a subject-developing environment for musical development in a preschool educational institution
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN № 274
KRASNOARMEYSKY DISTRICT OF VOLGOGRAD
Methodical development
« Creation of a subject-developing environment
on musical development in preschool»
(design project)
package of documents for the regional competition
Fulfilled: music director
Mavlyutova Alla Vladimirovna
Relevance creating a subject-developing environment for musical development in the preschool educational institution is due to the fact, what development of musical abilities depends on psychological and pedagogical conditions and, of course, on well-organized education.
Subject-developing environment acts as a condition for the full musical development of the child. Musical art and musical activities in preschool means and the path of the all-round child development. Music is closely connected with other types of art and accompanies the whole life of a child in kindergarten. All children join music, the content of which meets general and special tasks and takes into account age levels and individual differences.
The child is introduced to art not only in the classroom. Music and poems sound at the holidays, entertainment performed by adults and children. Artistic design enhances the emotional experience of the child. Theatrical performances also require pictorial and musical arrangement. In independent play activities, children show their approach in transferring the already accumulated acquired artistic experience and apply it in new conditions and situations.
Huge impact on development of musical abilities of children, their independent music-making is provided by the correct organization subject-developing environment.
In kindergarten, the child acquires the experience of emotional and practical interaction with adults and peers in the most significant for him development areas of life. The possibilities of organizing and enriching such experience are expanded under the condition creating a subject-developing environment in the group.
Under subject-developing environment we understand the natural comfortable environment, rationally organized, saturated with a variety of items and play materials. The interior and toys should be comfortable in everyday use. The play space is dynamic and changes depending on the interests of children and the creative ideas of teachers.
Musical subject environment in groups, preschool education should be focused on the material covered and the individual capabilities of children. No kind musical activities cannot be fully develop on a purely verbal level object-spatial environment. A. N. Leontiev proved that the core of activity is objectivity.
The project will provide:
Systematic and planned self-study musical activities of preschoolers;
Independent individual and joint activities of children arising at their request and in accordance with their interests;
- creation musical
Obtaining, consolidating knowledge about music, development
Basic principles in creating a musical development environment are:
The principle of development relevance environment involves its orientation to the most important educational needs of children and parents.
The principle of controllability orients the teaching staff towards the development developing environment, which allows you to track the intermediate and final results of the educational process.
The principle of consistency assumes the integrity of the development environment, harmonization of the strategic priorities of the preschool educational institution, the educational programs of the groups and the material, technical and medical and social conditions for the stay of children in the preschool educational institution.
The principle of functionality. It means that in the environment of the room there are only those materials that are in demand by children and perform developing function. The games and manuals we use are mostly multifunctional and varied.
The principle of activity, independence, creativity is the possibility of manifestation and formation of these qualities in children through participation in creating your subject environment.
The principle of stability - dynamism, providing for the creation conditions for changing and creating the environment environments in accordance with tastes, moods, changing depending on the age characteristics and capabilities of children.
The principle of integration and flexible zoning, realizing the possibility of building non-overlapping areas of activity and allowing children to simultaneously engage in different types of activities without interfering with each other.
The principle of emotiogenicity environments, individual comfort and emotional well-being of each child, carried out with the optimal choice of incentives in terms of quantity and quality.
The principle of aesthetic organization environments, combinations of familiar and extraordinary elements (the group should be not only cozy and comfortable, but also beautiful);
The principle of openness - closeness, i.e. readiness environment to change, correction, development(available in several aspects: openness to nature, culture, society and one's own "I");
When developing in the preschool educational institution, regulatory documents, scientific and methodological sources:
The concept of the content of lifelong education (preschool and elementary level, approved by the Federal Coordinating Council for General Education of the Ministry of Education of the Russian Federation of 17.06.2003;
In accordance with federal state requirements.
In accordance with the general educational program of the preschool institution.
Sanitary and epidemiological rules and regulations “Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational institutions. SanPiN 2.4.1.260-10, letter of the Ministry of Education of Russia dated March 15, 2004 No. 035146in / 1403 “On the submission of Approximate requirements for the content developing environment preschool children,
brought up in a family”;
Letter of the Ministry of Education of Russia dated May 17, 1995 No. 61/1912 "On the psychological and pedagogical requirements for games and toys in modern conditions" (together with the Procedure for conducting a psychological and pedagogical examination of children's games and toys,
Guidelines for the psychological and pedagogical examination of games and toys,
Guidelines for employees of preschool educational institutions "On the Psychological and Pedagogical Value of Games and Toys");
Building concept developing environment in a preschool institution (authors V. A. Petrovsky, L. M. Klarina, L. A. Smyvina, L. P. Strelkova, 1993);
Musical subject-developing environment in groups was organized according to two main blocks:
1) music Center(perception and reproduction music) ;
2) creative center (musically- creative and theatrical activities).
Musical the center was equipped with technical means, musical instruments, musical toys, self-made musical tools made of natural material (according to the concept of Carl Orff, musically- didactic games, a set of pictures with musical instruments, portraits of composers.
From technical musical corner is equipped with, first of all, a tape recorder and a set of CDs containing a variety of musical material according to requirements presented to work with children of this age group musical development. Decor musical corners in groups of younger preschool age were built on a plot basis, in older ones - on a didactic basis. Benefits development environment are good, aesthetic, attractive, easy to handle, make you want to work with them.
in creative centers represented attributes for theatrical representations, performances. They allocate space for director's games with finger, table, poster theater, theater of balls and cubes, costumes, on mittens. In the corner are located:
- various types of theaters: bibabo, tabletop, puppet, flannelograph theater, etc.;
Props for acting out scenes and performances: a set of puppets, puppet theater screens, costumes, elements of costumes, masks;
Attributes for various game positions: theatrical props, makeup, scenery, director's chair, scripts, books, samples musical works, seats for spectators, posters, ticket office, tickets, pencils, paints, glue, types of paper, natural material.
AT musical corner, children can listen to their favorite works, sing their favorite songs, pick them up on a metallophone, play music, play musically- didactic games, etc.
In their free time, children like to play musical instruments. In the younger groups musical drums are in the corner tools: tambourines, drums, rattles, maracas; brass: flute, pipe, etc. medium groups have a metallophone, xylophone, clarinet, children's pianos, grand pianos, triangles, musical hammers, etc.., on which children sing songs, songs learned in kindergarten or heard somewhere by them, they can compose their own. Besides, musical tools are used in musical and didactic games.
For older preschoolers musical In the corner, we added wind harmonics, button accordion, accordion, violin, guitar, etc. Wind instruments are used individually, and if it is necessary to transfer to another child, the mouthpiece is treated with an alcohol solution.
Preschoolers willingly act out dramatizations on the plots of songs with bright and expressive actions: "Harvest" A. Filippenko, "Shadow-Shadow" V. Kalinnikova, Savka and Grishka (folk) etc., organize various role-playing games. However, many role-playing games arise only in the presence of attributes that help plot development. For example, children have a toy TV - and the game of TV shows begins.
Cardboard pianos with painted keys, pipes, flutes, conductor's sticks, beautifully designed in the form of small books with illustrations of song notes, some details of costumes for artists - make it possible to organize such games as "Orchestra", "Concert" and etc.
Musically-didactic games require from preschoolers a certain stock of musical impressions, skills, abilities. At first, such games are played musical leader or educator. When the children learn the rules and content of the games, they organize them themselves. For musical development- didactic games can be used « Music Lotto» factory production.
In independent practice, it is very important to use listening to classical, folk music, songs from cartoons, musical fairy tales, as well as carry out musical relaxation which promotes mental relaxation of children. To do this, you must have a tape recorder in each group. Hearing Audio music will be provided by the music director.
Independent theatrical and artistic activity in the creative center allows children to organize dramatization games after listening to musical works. Children are included in mini-games, theatrical performances, organize mini-scenes with puppets.
Using musical subject environment, the child chooses his own occupation, realizes his plans, but this does not mean that he left to himself. The nature of leadership on the part of the educator becomes indirect:
The teacher tries to influence child's musical experience received by him in kindergarten and family;
The educator organizes conditions conducive to deployment activities of children on their initiative;
The educator should become a tactful accomplice of children's games.
Planned results. The creation of a subject-developing environment for musical development in preschool educational institutions will allow:
Provide joint musical activities for children and adults. (From the competence of an adult, his benevolence and interested attitude towards children and music depends will this developing environment.)
Provide independent individual and joint activities of children that arise at their request and in accordance with their interests.
Obtain and consolidate children's knowledge about music and theater;
Provide development of curiosity, desire for experimentation;
Introducing children to the art of theater;
- development creative activity and playing skills of children;
Created conditions system, funds .
Attachment 1
Topic: « Creation of a subject-developing environment for musical development in a preschool educational institution»
Project type: practice-oriented.
Members: (teachers, parents of pupils).
Objective of the project: Creation of a modern subject-developing environment for musical development.
Project objectives:
1. systematic and systematic occupation of independent musical activities of preschoolers;
2. independent individual and joint activities of children arising at their request and in accordance with their interests;
3. creation conditions for reflecting children heard and seen on musical classes in various types of children's creativity;
4. obtaining, consolidating knowledge about music, development creativity, curiosity, desire for experimentation.
Result: Created conditions system, funds and forms of organization of independent activities of children will provide the necessary level musical development of preschoolers.
Project stages.
Stage 1 Regulatory
Studying problems. Setting goals and objectives of the project.
Analysis musical environment in preschool
Study of normative documents of sanitary and hygienic norms and requirements.
Drawing up a plan and scheme of the project. Project development. Drawing up a work plan for the implementation of the project and identification of responsible persons
Pedagogical hour "Review of the literature on the organization musical subject-developing environment in the preschool educational institution»
Consultation for teachers "Modern requirements for creating a musical subject-developing environment in different age groups."
Stage 2 methodical
Lost and Found "Discussion of possible components future project environments»
Development of sketches, design projects for the design of the group. The choice of optimally acceptable space design options.
Pedagogical lounge "Introduction to the experience of kindergartens in Russia through viewing photo materials»
Independent study by teachers of the issue of organization musical corner means of various sites. Search for reserves to improve competence through self-education.
3 stage practical
Workshop "A new approach to the formation music center in the group»
Choice musical instruments, equipment, educational and methodical and game materials; modern scientific developments in the field musical environment for preschool children
Creation of musical centers in all MOU groups.
Refurbishment and decoration music centers.
Summarizing. Planning work for the next year on the project with adjustments.
4 stage final
Participation in the collective analysis and evaluation of the results of the project. Questionnaires for teachers and parents.
material collection, creation of a databank, guidelines. Preparation of materials for the design project.
Photo collage / photo materials subject-developing environment for musical development
Project presentation.
RESULT
Creation of a subject-developing environment for musical development in MOU meeting modern requirements.
Participation in the district competition "Innovative approach to creation of a subject-developing environment in a preschool educational institution» among teachers of municipal preschool educational institutions of the Krasnoarmeysky district of Volgograd
One of the characteristic trends in modern preschool education is the creation in a preschool institution
aesthetically-developing object-spatial environment. Researchers have found various definitions of this concept. Both object-spatial, and socio-cultural, aesthetic-developing, cultural-educational environment, etc. are considered. But with a difference in names, it is always about creating an optimal environment that provides psychological comfort for the child's personality (Scheme 32).
The environment of a preschool institution is currently considered as a condition for the child to realize his abilities, a means of educating personal qualities, an enriching development factor that serves as a background and mediator in personal developmental interaction with adults and other children.
At the same time, various areas of development and education of children are carried out in a preschool educational institution, the creation of an environment for which will have certain specifics. We are interested in the artistic and aesthetic direction, and above all, musical education as an integral part of it, and the features of creating a developing environment for its more effective implementation.
E.P. Kostina, a specialist in the problems of musical education, considers it as a process of organized introduction of children to musical culture and believes that one can speak of a musical subject-developing environment as a means of introducing a child to musical culture.
Thus, the musical environment becomes one of the components of the pedagogical system and represents the musical arrangement of the life of children.
Based on the analysis of this problem, the author argues that for the musical education of children, a rich musical subject-developing environment is needed, including the musical environment of preschool educational institutions, families, cultural and educational institutions.
Musical educational environment of preschool educational institution includes:
■ block of organized (regulated) musical activity: musical activities and entertainment, holidays and other activities using music. Here the child hears musical works for the first time, gains knowledge, skills and abilities, a positive emotional background is created here, a desire is formed to continue to meet with music;
■ block unregulated (joint with the teacher and independent) musical activities of children in a group outside of class:
- joint musical activity with the teacher- in games: role-playing with the use of musical repertoire, musical and didactic, musical and creative, etc.; in the process of conditionally figurative and conditionally schematic modeling of the content, nature of music, means of musical expression, etc.;
- independent musical activity of children outside of classes, arising at the initiative of children - songs, musical games, exercises, dances, as well as song, musical-rhythmic, instrumental children's creativity.
Musical and educational environment of the family, where is unregulated musical activity of children, this is:
■ joint with parents (according to the content, it is adequate to the similar activities of a teacher with children in a preschool educational institution) organization of family leisure (L.N.
Komisarova, G. V. Kuznetsova):■ holding family holidays;
■ visiting museums, theaters (dramatic, musical (opera, ballet, musical), puppet) with the child;
■ creation of a “home museum” (for example, a museum of a favorite composer);
■ collections of children's musical toys and musical instruments, home orchestra, home "theatre" (puppet, drama);
■ organization at home of various musical activities for children, entertainment using music;
■ availability of a music library of artistically valuable works;
■ independent work (similar to the independent musical activity of children in preschool educational institutions). The musical activity organized by the parents gives the child rich impressions, which are a powerful stimulus for his creative manifestations. In addition, he is offered various models of behavior, which is important for his socialization, for the development of relationships with others.
The musical and educational environment of cultural institutions andeducation, aimed at the musical education of children,
attending preschool institutions (concerts, music school or art school, theatrical performances, etc.).
In general, the musical educational environment has its own structure. It consists of subject and musical components.
The musical component is represented by audio-musical information, i.e. music, regardless of its source. Everything else, including musical instruments, toys, manuals and music extraction tools (tape recorder, etc.), belongs to the subject component. Thus, the subject-developing environment is a system of material objects of the child's activity.
Since the child gradually enters the spaces of the objective (man-made) world and social relations, in addition to the objective and social, they distinguish development environment, in which the child's social interactions take place that affect his
Scheme 32
development.
The peers and adults surrounding the child make up his habitat, and adults, in addition, are the organizers of the pedagogical process. In the social component of the environment, such an essential moment as the organization of a motivating factor, emotional background of the environment. Maintaining such a background, creating comfortable conditions for the child and cultivating his musical creativity, is an important task for the teacher.There are a number of requirements for the design of a musical subject-developing environment (S.L. Novoselova, E.P. Kostina):
■ take into account the need to develop leading children's activities;
■ the environment should be aimed at the zone of proximal mental development (L.S. Vygotsky);
■ the musical environment should correspond to the structure of the child's cognitive sphere, i.е. contain both conservative (already known to the child) components and problematic ones to be investigated;
■ unfulfilled desire to immediately apply the acquired knowledge leads to the fact that knowledge is not consolidated; and vice versa - the knowledge constantly used by the child lives and is enriched.
At the same time, it is noted that whether this environment will become developing, whether the child will want and be able to master it in his activity, depends on the competence of the adult, his benevolence and interested attitude towards the musical activity of children, especially independent. The developing impact of the artistic and aesthetic environment can only be realized by a teacher who is passionate about music, showing interest in musical games, demonstrating to children the possibilities of the musical object environment, creating creative situations, awakening interest in musical games and toys. As a result, children often play with them in a creative way.
When developing and evaluating the musical environment, it is recommended to rely (E.P. Kostina and others) on the following criteria for its quality.
Content quality. The musical environment should reflect the entire spectrum of children's musical activities.
The blocks of the environment components correspond to the logic of the development of children's musical activity (perception, reproduction, creativity), each provides an orientation towards the presentation in the environment of all types of children's musical activity:
■ perception of music - aids that help perceive works;
■ music reproduction - aids that encourage performing activities (singing, playing or dancing, instrumental music-making);
■ musical and creative activity - aids that encourage creative improvisation in various types of musical activity).
This is ensured by a variety of children's musical instruments, educational musical games and toys, visual didactic aids, various audiovisual aids (tape recorder) and a set of cassettes for them and other technical means (TV, VCR).
The content of the musical environment should reflect the principle consistency in mastering musical activity: it must correspond to the age of children and the content of their musical activity, therefore, the content of the environment should be complicated by age levels. The content should provide opportunities for obtaining from the environment the necessary information for musical and creative activity.
The dynamism of the content of the environment provides interest in musical activity, motivation, and then the need for it. To Structure quality. The musical environment should be presented in the form of modules, including transforming details, which keeps the children's interest alive. It should be organized in such a way that it visually presents all types of children's musical activities and creates conditions for the active interaction of children with any manuals, musical instruments. Mini-centers are convenient for the deployment of musical activities by one child, two children or a subgroup.
The environment involves flexible integration and zoning, which provides for the complete and partial transformation of the game modules of mini-centers, which provides a diverse functional load for children.
