Age-related features of musical development of preschool children. Music is one of the means of physical development of preschool children

Researchers in the field of psychology have made significant contributions to the study of age-related changes in the human psyche, especially the psyche of children preschool age. The ideas of fundamental research by A. N. Leontyev, 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 who create only the precondition for certain changes in the mental organization of the child; these changes are influenced by social factors, which can no longer be identified using 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, and one or another status is assigned to age groups. The socio-psychological meaning of age division should not be lost sight of when we're talking about about age-related characteristics manifested in the sphere of human contact with art. Therefore, speaking about best age For the development of musicality, we have many conditions in mind.

It is necessary to mention one more significant pattern - mental functions develop unevenly. This idea was expressed by L. S. Vygotsky, B. G. Ananyev, L. I. Bozhovich. Thus, L. S. Vygotsky notes: “... the development of imagination and the development of reason are very different in childhood.” Developing this idea, L. I. Bozhovich points out that age boundaries can shift depending on the child’s activities and the specific conditions in which he finds himself.

The structure can become a practical guide if used in relation to the musical development of children of different ages and their individuality.

But for this you need to know the age and individual characteristics musical development of children. Knowledge of the age characteristics of preschool children allows the teacher to find more effective ways control of the child’s mental processes, including his musical development.

The concepts of “age” and “age stage of development” are interpreted differently. Some view 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 a child’s development, anything can be taught. Hence the complete disregard for taking into account age capabilities.

The early and bright successes of children in performing musical activities each 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 piece of music is also not always directly dependent on age.

The opinion that there is no direct connection between musical abilities and age has two sides: negative and positive. Its negative side is that it denies the legitimacy of the development of musical abilities as a person grows older. In other words, a child can grow up, but his ability to perform musical activities may not progress (or, on the contrary, may even regress) if optimal opportunities for its development are not provided. The positive thing is that already at an early age a child can develop musical sensitivity.

The idea of the existence of the best age period for the development of musical abilities echoes L. S. Vygotsky’s position 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 rather that by missing this age, we create additional difficulties in musical development .

It should be emphasized that although age greatly characterizes the formation of an individual, his neuropsychic maturation is determined mainly by his entire life experience. A person at any stage of his development has a completely unique, unique property. In this sense, individual properties seem to overlap it age characteristics, which makes the age 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 activities. 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 preconditions for the emergence of a certain attitude towards music, the emergence of emotional and auditory responsiveness.

In Soviet psychology and pedagogy, data have been obtained on the early stages of manifestation of musicality. According to A.A. Lyublinskaya, babies develop reactions to sounds on the 10th-12th day of life.

At the beginning of the first months of life (the first age stage - infancy), musical sound affects the child purely impulsively, causing a reaction of revival or calm. Thus, children sitting calmly in the playpen, at the unexpected sound of a piano, turn around, rejoice and begin to crawl towards the sounding source.

This confirms the need for early musical education, and first of all, the development of perception, since children are not yet ready for other types of musical activities. In accordance with this, a program of music 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 targeted upbringing, children begin to perceive music according to its emotional and semantic content, being happy 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’s need to communicate not only with adults, but also with peers is most clearly manifested. He masters orienting actions with surrounding objects. The child develops a desire for musical activity, the baby experiences an interest in moving to music and singing. All this acts as a prerequisite for musical activity.

When perceiving music, children show emotional responsiveness: they are happy or listen to music calmly. Auditory sensations are more differentiated: the child distinguishes between high and low sounds, loud and quiet sounds, and the most contrasting timbres of children's musical instruments. Individual differences in auditory sensitivity are also noted, which allows some children 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 he can reproduce the melody of a small song himself (with the help of a teacher). During this period, children often hum at their own request, improvising some intonations they like. They willingly move to the music: clap, stomp, spin. The child’s muscle-motor system is noticeably strengthened, and moving to music helps him express his mood.

The next age stage is preschool childhood itself (3-7 years). The child shows a great desire for independence, for a variety of activities, including musical activity (if the necessary pedagogical conditions). Children develop musical interests, sometimes in some type of musical activity or even in a separate piece of music. At this time, the formation of all main types of musical activity occurs: 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 a transitional period - from early childhood to preschool. The features characteristic of the previous age are still preserved. But a transition is already taking place from situational speech to coherent speech, from visual-effective thinking to visual-figurative thinking, the body is strengthened, and the functions of the musculoskeletal system are improved. Children develop a desire to play music and be active. They master basic singing skills and by the age of four can sing a small song on their own or with the help of an adult. The ability to perform simple movements to music gives the child the opportunity to move more independently in musical games and dances.

Children of middle preschool age already show greater independence and active curiosity. This is a period of questions. The child begins to comprehend the connection between phenomena, events, and make simple generalizations, including in relation to music. He understands that the lullaby must be sung quietly, “slowly. A child of this age is observant, he is already able to determine what kind of music is being played: cheerful, joyful, calm; sounds are high, low, loud, quiet; what instrument is being played (piano, violin , button accordion) He understands the requirements, how to sing a song, how to move in a dance.

The vocal apparatus of a child of middle preschool age is strengthened, so the voice acquires some ringing and mobility. The singing range is approximately within the D-B of the first octave. Vocal-auditory coordination is improved.

The motor system is significantly strengthened. Mastering the basic types of movements (walking, running, jumping) during physical education classes makes it possible to use them more widely in musical and rhythmic games and dancing. Children are able to remember the sequence of movements by listening to music. At this age, interests in different types musical activity.

Children 5-6 years old, against the background of their general development, achieve results that are new in quality. They are able to identify and compare the characteristics of individual phenomena, including musical ones, and establish connections between them. Perception is more targeted: interests, the ability to even motivate one’s musical preferences, and one’s assessment of works are more clearly manifested. So, after listening to two marches by S.S. Prokofiev and E. Parlov, the children were asked to say which of the marches they liked and why. Most of the children chose “March” by S. S. Prokofiev. But their motivations were very unique: “Strict music”, “This march is better, there are such brave soldiers”, “Music has character.” About E. Parlov’s march, the boy said: “I liked it better, we know him, he’s softer.” These statements revealed a desire to find life prototypes expressed through musical means, to evaluate its general character (“strict music”, “music has a character”, “it is softer”), and an attempt to compare it with one’s own experience (“we know it”) is visible. At this age, children not only prefer one or another type of musical activity, but are also selective about its various aspects. For example, they love to dance more than to dance in circles; they develop favorite songs, games, round dances, and dances. They can explain how a (for example, lyrical) song is performed: “You need to sing beautifully, drawlingly, affectionately, tenderly.” Based on the experience of listening to music, children are capable of making 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 started singing.”

Significantly strengthened vocal cords child, vocal-auditory coordination is improved, and auditory sensations are differentiated. Most children are able to distinguish between high and low sounds in the intervals of fifths, fourths, and thirds. In some five-year-old children, the voice acquires a ringing, high-pitched sound, and a more defined timbre appears. The range of voices sounds better within the D-B of the first octave, although some children also have higher sounds - C, D - of the second octave.

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

Children 6-7 years old are brought up in a preparatory school group. The very name of the group seems to determine its social purpose. Children's mental abilities develop and their musical thinking is enriched. Here are some answers from 6-7 year old children to the question of why they like music: “When the music plays, we have fun” (they feel the emotional nature of music); “Music tells something”; “She tells you how to dance” (her vital and practical function is noted); “I love music when it sounds gentle”, “I love waltz - smooth music” (they feel and appreciate the character 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 classify the works as belonging to a certain genre: cheerfully, clearly, menacingly, joyfully (about the march); affectionately, quietly a little sad (about a lullaby).

Of course, individual characteristics stand out clearly here too. If some children (including six-year-olds) give only short answers (such as “loud-quiet”, “fun-sad”), others feel and understand the more essential signs of musical art: music can express a variety of feelings and human experiences. Consequently, individual manifestations often “overtake” age-related capabilities.

Differences in the level of musical development of those children who learned the music education program in kindergarten and those who did not have such training (some come to preparatory group from the family). The vocal apparatus of a 6-7 year old child is strengthened, however, singing sound formation occurs due to the tension of the edges of the ligaments, so the protection of the singing voice should be the most active. It is necessary to ensure that children sing without tension, quietly, and the range should gradually expand (from the first octave to the second). This range is most comfortable for many children, but there may be individual differences. In the singing range of children of this age, the deviations are significant. The voices exhibit a melodious, sonorous quality, although a specifically childish, somewhat open sound is retained. In general, the choir of children aged 6-7 years does not sound stable and harmonious, although master teachers, working with children of this age, achieve good success.

Physical development is improved in various directions and is primarily expressed in mastering the basic types of movements and their coordination. There is an even greater opportunity to use movement as a means and way of developing musical perception. Using movement, the child is able to express himself creatively and quickly navigate search activities. The performance of songs, dances, and games sometimes becomes quite expressive and demonstrates attempts to convey one’s attitude towards music.

In addition to singing, listening to music, and musical-rhythmic movements, much attention is paid to playing children's musical instruments (individually and in an ensemble). Children master the simplest techniques of playing drums (drums, tambourines, triangles, etc.), strings (zithers), and wind instruments (triol, Melody-26); They remember their structure and distinguish sounds by timbre.

A short review of the age-related characteristics of children's musical development can be completed by emphasizing their characteristic features.

Firstly, the level of musical development depends on the general development of the child, on the formation of his body at each age stage. At the same time, it is important to identify connections 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 of musical activities in accordance with the content of the program. (However music information, received by the child at home, is wider than planned in the program.)

The main thing, and this is emphasized in the music education program, is that children gain listening experience.

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 the general structure of musicality with the 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. Thus, with very high-quality musical perception, some children show themselves weaker in singing, dancing or good development musical ear is not always accompanied by a penchant for creativity. Therefore, it is necessary to take into account both the age and individual characteristics of children.

In general, we can formulate the level of development of musicality that 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 in middle, high school and preparatory school groups.

In the middle group, children should:

respond emotionally to music, recognize all familiar works, mark favorites, recognize the melody, speak out about works, distinguish the contrasting nature of music, sounds in pitch within a sixth;

identify various dynamic shades: forte [f] -I loud, mezzo-forte - moderately loud, piano [p] - quiet: sound;

sing simple songs unaccompanied and with accompaniment;

move to unfamiliar music, conveying its basic mood, perform dance movements accurately and with pleasure, and clearly perceive a simple rhythmic pattern on percussion instruments.

Thus, we can conclude that identifying 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.

Peculiarities musical work with preschool children.

Nowadays, vocal education of preschool children is carried out in Municipal budget preschools educational institutions. It is very interesting that children's singing also contributes to research for medicine, psychology, acoustics, pedagogy, etc. This is how the theory and system of musical education of children arises. The problem of aesthetic education through art requires an in-depth study of issues related to musical education and development of preschool children. Despite all the difficulties and vicissitudes in Russia at the present time, children's singing does not lose its relevance. It has withstood competition with the media, where new types of creativity are currently emerging. And although no one denies the meaning educational role art, but no one tracks the impact of pop culture. Does not put a barrier against low-quality artistic production in the field of culture, in the field of aesthetic education. Thus, the concepts of artistic (positive) and anti-artistic (negative) are not included in the standards of artistic and aesthetic education.

It is known that joint choral singing has enormous educational significance and has a beneficial effect on the overall development of preschool children. Musical classes in a preschool institution influence the formation of a harmoniously developed personality of the pupil.

The following qualities are formed:

Emotionality

Communication skills

Initiative

Responsibility

Organization

Collectivism

Hard work

Creativity

Cognitive processes develop:

Sensation, perception

Attention, memory

Imagination, thinking

Special skills and abilities are developed:

Stage culture

Aesthetic taste

Creative skills

Singing skills

Speech phonemic pronunciation

At the first stages of training, the student uses the “Sing Like Me” copying method, but gradually it is necessary to achieve a conscious attitude towards performing vocal exercises. The initial period of organizing skills. Memory, like all other mental processes, is successfully trained during music lessons. Muscle memory - develops well in special technical exercises, which contributes to the development of mechanical memory. Semantic memory is necessary both in chanting and in mastering techniques singing. Group singing is the best way to develop memory in all its forms. Verbal - logical memory manifests itself when working with poetic texts. On the issue of memory education important role plays attention and concentration, and focused attention stimulates memory. Therefore, half an hour of work in a music lesson with maximum concentration can bring more benefit than several hours of semi-passive, inattentive study. During singing lessons, concentrated attention actively develops, without which the creative process is impossible. Focused attention is strengthened through systematic exercise. The development of attention is inextricably linked with will. Against the background of concentrated attention, imagination develops, the peculiarity of which is that it combines various impressions into images and pictures, transforming reality. Inspiration, in my opinion, is a special state, expressed in the complete concentration of all mental powers, abilities and feelings on the subject of creativity.

An important aspect in the singing process is thinking. While singing, the thought process develops intensively through mastering the logic of literary texts. Therefore, group singing is a combination of thought and feeling, reason and inspiration, consciousness and creative intuition. Singing most directly affects those areas of the psyche that are associated with imaginative and emotional sensitivity. Therefore, musical classes related to vocal work are a school of perception, imagination and feelings. Speech and singing are two amazing functions of the human vocal apparatus that nature has endowed him with. Music studies are closely interconnected with other integrative areas.

Singing is a psychophysiological process, and therefore children learn to control their voice based on conscious muscle sensations. The effectiveness of sound production directly depends on knowledge of the anatomical structure of the respiratory system, the human vocal apparatus, etc. When singing, it is necessary to take into account the acoustic laws of the sound wave to find the best sound of the singing voice. When getting acquainted with a piece of music, it is necessary to take into account historical period in which it was written.

The era and style are important for the interpretation of a piece of music. All this taken together leads to the formation of artistic and aesthetic taste. Having traced interpersonal relationships between the students and the musical director, it should be said that such integration should have a beneficial effect only on the qualitative aspects of the students’ personality, but also certainly influence the increase in the overall musicality of the individual as a whole. Identification of children's attitude to musical and aesthetic development occurs through the use of various diagnostic methods. Group music classes have special meaning because they are collective forms of occupation. Thanks to the collective work and personal communication of children, a versatile expression is obtained: the position of the subject of communication is formed, in which one’s “I” is affirmed, the world opens up social relations, the mental life of children is regulated. Collective form creativity is an important aspect in both the spiritual and moral education preschoolers.

Children's voices have their own peculiarity. Children's voices are “light” in timbre and have a narrow range. Children have a specific vocal apparatus, short and thin vocal cords, and small lung capacity. Characteristic high head sound, characteristic lightness of timbre, but no timbre richness.

For children's voices of 3-4 years old, falsetto sound production is typical, with a small sound strength from pp-mf. And there is no significant difference between boys and girls. In such initial stage The skill of collective singing is laid. At the age of 5, the ability to intonate, modal-metrical skills and ensemble singing is developed. At 6-7 years of age, individual timbre characteristics and initial vocal technique skills can be identified. Interest in phonemic sound formation.

Organization of the rehearsal process in music classes.

Having chosen a piece, the music director must first study it carefully. To do this, you need to outline overall plan execution, analyze difficult places. The selection of musical material is a very important process.

Here are the basic principles for selecting the repertoire:

Accessibility of perception in execution;

Aimed at the formation of moral qualities of the individual, taking into account age characteristics;

Aimed at developing musical and singing skills;

Diverse in themes, genres, stylistic features, means of musical language;

From simple to complex;

Before starting to learn musical material, the leader conducts a conversation about its content and nature, reports brief information about the composer and author of the literary text. The forms of familiarization are different. It is better to organize it by auditioning (audio recording, etc.) performed by a highly qualified choral group. If it is not possible to listen to the recording, then the music director himself must reproduce this work: play or sing the main melodies to the accompaniment. This will help students master the musical texture and provide an opportunity to hear the harmonic surroundings of the melody. This promotes children's musical development and brings activity and awareness into the process. It is very useful to learn pieces a capella, as this makes it possible to develop independence in creativity. It can be noted that highly professional use of the instrument orients children in the correct feeling musical form, style, content. If a piece is difficult to learn, then it is better to divide it into separate phrases that can be practiced several times.

Thus, it can be argued that the process of a music director’s work with preschoolers cannot be strictly limited to phases with a clearly defined range of technical or artistic tasks for each phase. This will be formal and can only be accepted as a scheme, following which the manager, to the extent of his experience, skills and abilities, will accept certain methods of work.

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Features of musical development of children of senior preschool age (5-7 years old)

Children of older preschool age are distinguished by richer younger preschoolers life and musical experience. They listen to music with interest and react to it emotionally.

When determining the general character and mood of a musical work, children of this age are no longer guided by one, but by two or more means of musical expression (tempo and timbre, tempo and dynamics, tempo, timbre and dynamics simultaneously)

The perception of the musical image becomes more adequate, which is associated with quite high level development of a system of musical abilities, thinking, imagination.

Children learn the concept of “genre” - a key concept of both musical and any other

arts (instrumental and vocal music, march, song, dance, “Russian dance”,

waltz...). The ideas about the form of a musical work (one-, two-, three-part form) are generalized. The easiest way for children to determine it is by practicing musical movement and playing in an orchestra.

Children of senior preschool age have a fairly large and varied experience of musical expressive movement. They hear in music and can convey in movement not only its general mood, but also tempo, dynamics, bright rhythmic pattern, and form.

Plots that are available for children to reproduce in musical sketches become

more complex. They contain not only graphic moments, but also an expressive beginning, a reflection of a certain mood (“Offended”, “A flower is blooming”). Children already master the main types of basic movements: stepping, running, jumping - and can perform them quite coordinatedly, rhythmically and expressively.

However, they lack lightness, springiness, dexterity, the technique of some

basic movements (jumps) and dance moves.

At 6-7 years of age, children have access to more complex dances and fairly developed creative compositions.

In older preschool age, the singing apparatus of the larynx begins to form; vocal cords appear and the voice acquires new, but still modest, capabilities. The intonation of the melody with the voice becomes more and more pure. Majority

Children in the 6th year of life can reproduce with accompaniment the general direction of movement of the melody, and some of them, against this background, purely intone its individual segments.

At the 7th year of life, approximately a third of children clearly intonate the melody as a whole with accompaniment, and only a few children sing it clearly without it. Children begin to sing loudly, flyingly, easily and expressively.

By the age of 5, children master the techniques of playing percussion and high-pitched children's musical instruments, which gives them the opportunity to clearly express themselves in elementary music-making.

Senior preschool age is the age of blossoming of plot-role-playing and director's play.

Older children are already quite independent, inquisitive and creatively active.

On this topic:

Age-related characteristics of a child’s musical development - preschool educational institution “Kindergarten No. 232 “Zhemchuzhinka”

The child’s abilities develop in the process of active musical activity. Correctly organizing and directing it from early childhood, taking into account changes in age levels, is the task of the teacher. Otherwise, developmental delays are sometimes observed.

For example, if you do not teach children to distinguish musical sounds by pitch, then by the age of 7 a child will not be able to cope with a task that a younger one can easily complete.

The most significant features of musical development are:

auditory sensation, musical ear;
quality and level of emotional responsiveness to music of various types;
simple skills, actions in singing and musical-rhythmic performance.

Note general trends age development.

FIRST YEAR OF LIFE.

Psychologists note that children develop hearing sensitivity early. According to A. A Lyublinskaya, on the 10-12th day of life, a baby develops reactions to sounds. In the second month, the child stops moving and becomes quiet, listening to the voice, to the sound of the violin.

At 4-5 months, there is a tendency to some differentiation of musical sounds: the child begins to react to the source from which sounds are heard, to listen to the intonations of the singing voice. From the first months, a normally developing child responds to the nature of music with the so-called revival complex, rejoicing or calming down.

By the end of the first year of life, the baby, listening to the singing of an adult, adapts to his intonation by humming and babbling. Manifestations of emotional responsiveness to music and the development of auditory sensations allow for musical education from a very early age.

SECOND YEAR OF LIFE:

When perceiving music, children show brightly contrasting emotions: cheerful, lively or calm. Auditory sensations are more differentiated: the child distinguishes between high and low sounds, loud and quiet sound and even timbre coloring (a metallophone or drum is playing). The first, consciously reproduced singing intonations are born; Singing along with the adult, the child repeats after him the endings of the musical phrases of the song.

He masters the simplest movements: clapping, stamping, spinning to the sound of music.

THIRD AND FOUR YEARS OF LIFE.

Children have increased sensitivity and the ability to more accurately distinguish the properties of objects and phenomena, including musical ones. Individual differences in hearing sensitivity are also noted. For example, some kids can accurately reproduce a simple melody.

This period of development is characterized by the desire for independence. There is a transition from situational speech to coherent speech, from visual-effective thinking to visual-figurative thinking, and the muscular-motor system is noticeably strengthened. The child develops a desire to play music and be active.

By the age of 4, children can sing a little song on their own, with a little help from an adult. They master many movements that allow them to dance and play independently to a certain extent.

FIFTH YEAR OF LIFE

They are characterized by the active curiosity of children. This is a period of questions: “why?”, “why?”. The child begins to comprehend the connection between phenomena and events and can make simple generalizations.

He is observant, able to determine: the music is cheerful, joyful, calm; sounds high, low, loud, quiet; in the play there are parts /one fast and the other slow/, on what instrument the melody is played /piano, violin, button accordion/. The child understands the requirements: how to sing a song, how to move in a calm round dance and how to move in a moving dance. .

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

SIXTH YEAR OF LIFE

This is the period of preparation of children for school. Based on the acquired knowledge and impressions about music, children can not only answer the question, but also independently characterize a piece of music, understand its means of expression, and feel various shades of mood.

Methodological manuals developed, tested and published by MBDOU TsRR kindergarten No. 232

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Children 3-4 years old

Children of the fourth year of life are spontaneous and emotional, love music and great joy respond to cheerful and active musical works. At this age, children exhibit individual differences in the rate of psychophysiological development, which is manifested in their mastery of speech, movements, and behavior.

It is important for a teacher to begin using an integrative approach in classes with children of this age, since children in their fourth year of life begin to develop the necessary prerequisites for active creative music-making. If in early childhood children could not sing independently and only sang along with an adult, and their movements were imitative and spontaneous, then in the period from 3 to 4 years old children gradually begin to master independent singing and more consciously perform simple dances and play exercises.

The teacher needs to take into account the following age characteristics of children 3-4 years old for the correct organization of an integrative approach in music classes:

The predominance of involuntariness in perception, attention, memory and behavior (it is necessary to maintain attention with game objects, select music of short duration);

Most often, in modern children, processes of excitation prevail over inhibition (it is important to correctly alternate types and forms of activity, their duration);

Visually effective, visually imaginative thinking (it is necessary to use bright illustrative material, small musical works of a visual nature);

Limited vocabulary, age-related tongue-tiedness, limited life experience (pay attention to the development of diction and expansion of vocabulary in the process of singing, select music that is understandable to children in terms of mood and content);

A pronounced ability to imitate (the teacher must be artistic, emotional, able to accurately and expressively show children how to perform a movement or song, must be able to involve children in joint musical and creative activities);

The above and other age characteristics of children of the fourth year of life must be taken into account both in organizing work on musical development and in selecting musical works for listening, performing and other types of musical activities.

Children 4-5 years old

Children of the fifth year of life have already acquired some experience in various types musical activity. They already have their own individual preferences: some like to sing more, others like to dance, play instruments. That is why the teacher needs to use an integrative approach more widely in the classroom.

At this age, children are very active, energetic, and emotional. However, attention and memory are still characterized by involuntariness. Showing and support from adults is also extremely important for children.

In the fifth year of life, motor skills and qualities continue to develop. On the one hand, children have flexibility, plasticity, they can easily perform some acrobatic exercises. On the other hand, they have not yet developed coordination of movements, which is manifested in walking, as well as when performing many types of movements.

The predominance of involuntariness in perception, attention, memory and behavior requires the teacher to maintain the interest of children with play techniques and select short-sounding music.

Children 5-6 years old

In older preschool age, children experience the maturation of such important quality like arbitrariness mental processes(attention, memory, thinking), which is an important prerequisite for a more in-depth and expanded use of the integrative approach.

A 5-6 year old child is distinguished by greater independence and a desire for self-expression in various forms of art. creative activity, he has a pronounced need to communicate with peers, which requires the teacher to compulsorily introduce educational process musical and communicative games and exercises. By this age, children develop dexterity, accuracy, and coordination of movements, which greatly expands their performing capabilities. The teacher must take these features into account when staging, theatricalizing songs, and when teaching children to play musical instruments in a children's orchestra.

Children of this age have more perfect speech: active and passive vocabulary expands, sound pronunciation and grammatical structure of speech improve significantly, the voice becomes clear and strong. These features provide an opportunity for further development of singing activity and the use of a more diverse and complex musical repertoire.

However, all of the listed features manifest themselves individually, and in general, children 5-6 years old still require very careful and attentive attitude: they get tired quickly, tired of monotony. These age characteristics must be taken into account when planning and organizing music educational situations.

Children of the sixth year of life:

They begin to control the performance of music by ear in various types of musical activities;

They can participate in musical games with singing, movement, and follow the development of the plot;

Can remember familiar songs based on the intro or melody;

They can combine singing with playing children’s musical instruments, performing different parts in groups;

They begin to master basic vocal and choral skills: they sing in a natural voice, clearly articulating all the words, hold a short phrase while breathing (up to 5-6 seconds), convey the intonations of simple melodies, sing harmoniously, simultaneously starting and ending the performance of the piece;

Perform movements with various attributes (flowers, scarves, toys, ribbons, umbrellas, hoops);

Thus, in older preschool age, the main indicators for all forms of activity are the children’s desire to play music, sing, dance, communicate with music, the joy and pleasure they receive from joint performing activities. That is why integrability should be the main principle of organizing music classes with children of this age.

Children 6-7 years old

The age of 6-7 years is the middle of childhood. Active, energetic children are active in all types of musical and artistic activities. The integrative approach is becoming the leading way to organize a music lesson.

During this period, children's psychophysiological capabilities change qualitatively: the voice becomes clear, movements become even more coordinated, the volume of memory and attention increases, and speech improves. Children's voluntary behavior increases, a conscious interest in music is formed, and their musical horizons significantly expand.

New qualities make it possible to implement more complex tasks in the musical development of children. At the same time, children are characterized by emotional instability and psychological fatigue, which must be taken into account when planning and organizing musical educational situations.

The use of an integrative approach in music classes with children of this age makes it possible to achieve following results. Children 6-7 years old:

They can take part in playing music impromptu, adapt to the music being played, find their own way of playing the instrument;

They can independently organize the playing of plays in two-part form, distribute roles and parts of instruments;

Children have developed vocal and choral skills: children sing in a natural voice, clearly articulating all the words, hold a phrase while breathing for 6-8 seconds, clearly intone simple melodies within the “do” of the first - “re” (“mi”) of the second octave, sing coherently and expressively, conveying the meaning of the performed works;

Can use noise and pitch instruments to recite poems and fairy tales, interpret and vary the performance;

They are able to coordinate movements with the meter rhythm and form of a musical work, and perform more complex in coordination (asymmetrical, multidirectional) musical rhythmic movements. The teacher needs to use this ability to include motor movements in the performance of a musical work, when staging songs;

In the preschool period, the relevance of the idea of the holistic development of a child’s personality through music increases, since the priorities become the tasks of achieving school maturity, mastering the prerequisites for educational activities, successful socialization of the child, and the formation of moral and communication skills.

On this topic:

Source nsportal.ru

MUSICAL EDUCATION AND DEVELOPMENT OF CHILDREN AGED 5-6 YEARS OLD.

Characteristics of musicality of children 5-6 years old

The most important indicators of musical development, intensively manifested in older preschool age, include:

Developed musical memory, increased level of memorization, arbitrariness of attention;

Ability to operate musical performances;

Ability to voluntarily control musical activity;

*qualitative differences in children's performance that appear on the basis of a conscious goal;

Increased creative activity in its individual manifestations.

At this age, the child’s individuality, his initiative, attempts at his own interpretation during performance, and emotionally conscious perception are clearly revealed.

There is a further development of auditory sensations for the perception, discrimination, memorization and reproduction of musical sounds of various pitches, timbre colors, organized in time and mode.

The melodic ear of six-year-old children is manifested in the accurate reproduction of complex intonation turns of a melody (ascending sixth, minor and major seconds, fifth intonations), distinguishing and reproducing intervals from second to octave. Singing intonation becomes more accurate. Children of this age are capable of distinguishing stable and unstable sounds of a mode, of memorizing and distinguishing tonics, which indicates the perception of mode gravity.

A developed sense of rhythm is characterized by a sensitive grasp of meter, accents, pulsation, rhythmic pattern, musical form, and tempo of the work.

Educational tasks

Children should be given the opportunity to independently perceive music and penetrate into its figurative essence, encourage the organization of musical games, the theatricalization of games and fairy tales. At the same time, it is important to support children’s desire to show modesty and naturalness, and the need for cooperation.

As in previous age groups, paramount importance in working with children of the sixth year of life is given to the education through music of such qualities as kindness, honesty, compassion, and the development of attention.

It is necessary to satisfy children's curiosity when listening to musical works (acquaintance with our country, its history, modern events, musical traditions of one's own and other peoples). It is important to draw children’s attention to the fact that music is the language of international communication - this will help solve the problems of international education.

Musical activity of preschool children and its tasks

Listening - perception

Continue to join musical art in all its varieties, to form a sustainable interest in listening to folk and classical music. (A large stock of musical impressions, good memory allow children to name their favorite works.)

Teach children to give detailed characteristics of the emotional and figurative content of works of various genres (“What feelings does music convey?”), to highlight programmatic and visual features in music (“What does music tell?”), to characterize the means of musical expressiveness (“How does music tell?” ) .

Reveal to children the cause-and-effect relationships between musical phenomena: fast melody (short, abrupt sounds), disturbing music (fast tempo, low register). Discuss with children different variants performing interpretation of a musical work.

Musical and educational activities

Try to encourage the child to search for new knowledge about the world of beauty: show the connection between music and fiction, music and cinema, music and theater, music and painting.

Give children stable knowledge about composers (foreign, domestic). Expand your understanding of vocal music - song, romance; instrumental - solo, ensemble, orchestral. Children should know and name dances (polka, waltz; folk dances - round dance, Kamarinskaya, square dance, hopak, etc.), musical genres(play, opera, ballet, song, suite).

Teach children to consciously select the right ones complex characteristics musical images: cheerful, joyful, playful, frisky, etc., use musical terms: tempo (slow, moving), the nature of the melody (singing, abrupt, drawn-out), sound dynamics (loud, quiet, gradually increasing, slowing down) .

Singing activity

Chanting. Teach children to sing vowels (a, o, u, e, i), and clearly but naturally pronounce consonants (d, t, p, r). Learn to distribute your breathing when singing drawn-out phrases. Expressively convey the poetic meaning of the text in singing intonation.

Learning and performing songs. Encourage children to sing songs emotional mood: sing with love, pride, joy, with regret, etc. Strengthen expressive performance skills.

To develop auditory self-control skills in children. To accustom children to conventional conductor gestures - the beginning and end of a song, hand movement corresponding to the movement of the sounds of the melody.

To teach your child to evaluate the quality of his own singing and the singing of other children.

Song creativity. Teach methods of song improvisation: imitation of various sounds; answers to musical questions, conveying expressive intonations (pleading, plaintive, angry, demanding); singing improvisations to a given text.

Musical and rhythmic activity

Exercises. Strengthen children's ability to convey musical fundamentals through expressive movements: convey characteristic images, rhythmic pattern, tempo and dynamics of the work. Independently begin and end movements in accordance with the musical form.

Dancing, dances, round dances. Diversify the vocabulary of dance movements: round dance step of a different nature, step with a stomp, side step with a squat, side gallop, variable step.

Teach children to master dance (Russian and other nations), introduce elements of ballet and modern mass dance. Diversify traditional movements: swings with various figurative movements of the arms, half-squats with opening and closing of the arms.

Dance and gaming creativity. Encourage children to strive for independent improvisation in free dancing. Teach the plastic expression of theatrical and play images.

Continue to develop the ability to combine pantomime, dance, and plastic arts.

Learn to reflect changes in the musical image in dance improvisations.

Introduction to playing musical instruments

To develop children's interest in playing music on instruments - both children's and piano.

Teach children the rules of handling instruments (wind instruments). Stimulate various techniques of figurative play - glissando, precise and strong movement of the brush.

Learn to perform songs and chants, creative improvisations (individually and in an ensemble) on instruments, using convenient fingering.

Organization and conduct of music classes

The organization of music and rhythm classes remains the same in structure and type, but becomes noticeably more complex in content. The formation of musical abilities in developmental classes with children of the fifth year of life was based on the material of musical didactic games and exercises. The musical development of children of the sixth year of life makes it possible to significantly complicate the content and methods of organizing developmental activities.

The main task of classes in the first half of the year school year(September - December) - familiarization with the means of musical expression through practical music playing.

Of the means of musical expression, children most easily distinguish and assimilate rhythm, which is confirmed by scientists (V. Bekhterev, B. Teplov, K. Tarasova). This is why it is recommended to use tools when working with preschoolers strike group of folk origin - wooden spoons, boxes, tambourine, ruble. They usually perform pulse, accent, weak and strong beats, beginning and ending of phrases, rhythmic formulas, roll calls.

Metric pulsation, or pulse, is presented to children as smooth, measured steps that are heard in music. Children begin to understand metric pulsation from the moment they learn to march to music,

clap your hands and tap your feet to the beat of the music. Depending on the nature of the music, the pulse can be performed on spoons (in Russian song), drum (in march), maracas (in modern dance).

Accent in music is the forceful or semantic emphasis of a separate sound in the musical material. The teacher should explain this clearly to children: draw an analogy with the emphasis on individual words in colloquial speech, highlighting a single word in a phrase, and select vivid artistic examples.

Depending on the nature of the piece, the accent may be heard on various percussion instruments, but it must be an instrument that differs in timbre from the one on which the pulse is performed. For example, in a dance the pulse is performed by spoons, and the accent is a tambourine, cymbals or a triangle.

Rhythmic pattern (rhythm in in the narrow sense words) is the ratio of the durations of a sequential series of sounds, i.e. the rhythmic basis of the melody. Explaining what a rhythmic pattern of a melody is, we can draw an analogy with the outline of a pattern in painting. Changing the contour line changes the pattern, just as in music changing the rhythm changes the melody. The teacher should pay attention to the fact that in the rhythmic pattern we hear short and long sounds. (It is useful to show the duration on a flannelgraph.)

In the score, the rhythmic pattern can be performed simultaneously with the pulse, accent and other metro-rhythmic means, but always on a different instrument. The rhythmic pattern will sound clearly and cleanly in the orchestra in pieces of a leisurely nature and quiet sound. It should be reproduced within a short period of time.

When introducing strong and weak beats, the teacher draws the children’s attention to the fact that when they move to the march, the steps are different - first a heavy, strong step (strong beat), then a light, weak one ( weak share) . When explaining, the strong beat of a beat can be indicated by clapping your hands, and the weak beat by finger-to-finger.

Particular attention should be paid to the ostinant pattern. An ostinant pattern is the same rhythmic sequence repeated constantly or over a long period of time in a piece of music.

Unlike other elements of rhythmic texture, which are mandatory in the fabric of musical material, the ostinant pattern is created in the process of creative performance. To reproduce an ostensible rhythm, you can use two groups of instruments, which alternately (in the form of a roll call) perform a rhythmic pattern.

Rhythmic roll calls are used in the form of echo, cuckoo call and other figurative and imitative means. In this case, it is better to use instruments of different timbres: a box - a triangle, a tambourine - spoons.

A phrase is a melodic structure that is more or less complete in content. At first, children recognize the contrast between in separate parts a piece of music, then between phrases and, finally, phrases are distinguished not only by contrast, but also by similarity.

When introducing preschoolers to rhythm as a means of musical expression, the teacher must take into account the child’s individual musical abilities and select tasks in a differentiated manner. It should be taken into account that any element of rhythmic relationships in music, explained to children, but not fixed in instrumental music playing, will not be sufficiently understood and realized by them.

We have described the content of the work of a music teacher in developmental classes. The content of dominant classes becomes more complex. If for children 4-5 years old the dominant type of activity was performing (singing), motor activity, then in older preschool age it was listening. Other types of artistic activity help to activate it, however, they are selected for each lesson not by chance, but from the point of view of pedagogical expediency.

Complex classes remain attractive for older preschoolers. Previously purchased artistic experience helps them create an expressive image (musical, poetic, plastic, visual). Joint actions of the teacher and children, communication with peers are created in complex classes the necessary conditions for creativity, for the formation of moral and aesthetic feelings.

The leading direction in working with six-year-old children is the education of the moral qualities of the child’s personality through music. At first glance, life and musical emotions are very similar and are equally strongly experienced by the individual.

But in fact, the feelings embodied in music are not always identical to life. They are always “mediated by an artistic ideal, a system of value ideas, and are associated not with random, but with stable socially significant, socio-historical content” (V.

Medushevsky). Experiences of an aesthetic nature enrich the child’s experience, including developing the ability to react emotionally to what is happening around him. This means that he will not remain indifferent to the joys and sorrows of other people, and will show, in appropriate cases, compassion, pity, sympathy, or, conversely, indignation and condemnation.

In the long-term plan (see below), a musical repertoire is proposed, in its own way artistic significance capable of solving the problems of moral and aesthetic education. The plan for “emotional adaptation” to A. Khachaturian’s play “Today it is forbidden to walk” is aimed at the formation of emotional assistance (to feel sorry not for oneself in another, but for another as oneself).

The musical development of children of the sixth year of life should be focused on continuity with school. The system of musical education in school, developed by D. Kabalevsky, is based on the principle of thematicism.

The teacher-musician bases his topics on the art of music itself in the uniqueness of its content and form. Putting forward one topic after another, he introduces children to music in a certain sequence. In groups of senior preschool age, it is quite possible to implement the basic principle of children’s development with the help of music and musical activities: to show that music reflects the content of life and expresses it through musical means.

A long-term plan for step-by-step learning of material in music, rhythm, and dance will help in implementing the thematic principle:

“What feelings does music convey?”, “What does music express?”;

“What does the music tell about?”;

“How (by what means) does music tell?”

Approximate distribution of musical material

municipal budgetary preschool educational institution

Kindergarten No. 152

Consultation for educators

Music supervisor:

L.A. Belova

Ulyanovsk, 2014.

An excursion into history.

Music has always claimed special role in society. Even the ancients knew that art has a healing effect! IN Ancient Greece At his university in Croton, Pythagoras began and ended the day with singing: in the morning - to clear the mind of sleep and stimulate activity, in the evening - to calm down and tune in to rest.

In ancient times, music and medical centers treated people from melancholy, nervous disorders, and diseases of the cardiovascular system. Music influenced intellectual development, accelerating the growth of cells responsible for human intelligence. It is no coincidence that mathematics classes in the Pythagorean school were held to the sounds of music, which increased the performance and mental activity of the brain.

Music can change development: accelerate the growth of some cells, slow down the growth of others. But, most importantly, music can influence a person’s emotional well-being. Immortal musical works of Mozart, Beethoven, Schubert, Tchaikovsky are capable of activating the body’s energy processes and directing them towards its physical recovery.

But all these experiments were conducted with adults. The first in our country to study the influence of music on the condition of children was the outstanding psychoneurologist V. M. Bekhterev at the beginning of the 20th century. Even then it was clear: it is useful for children to listen to classics and lullabies, that music not only develops children, but also makes them healthier. Twelve to fifteen years ago, scientists from the Institute of Pediatrics of the Russian Academy of Medical Sciences decided to find a scientific basis for the method of music therapy. And the very first patients who received music treatment were newborns in the premature wards.

What research has shown. In children who suffer from a lack of oxygen during fetal development, whether they are full-term or premature, as a rule, the activity of cell enzymes is reduced. After infants were exposed to classical music, their cell enzyme activity increased. This was shown by cytochemical analysis. The infants also had their blood pressure, pulse, and breathing rhythm measured. And everywhere we saw the classic reaction of adaptation: the body adapted to the environment and felt better.

Or maybe children react this way to any sound stimulus - the ticking of an alarm clock, a conversation? Maybe harmony and melody have nothing to do with it? The researchers played a metronome for the infants, which played a slow rhythm to the tempo of calm music. Outwardly, the newborns behaved well: they calmed down and fell asleep. But cytochemical analysis dispassionately noted: against the background of a working metronome, enzymes are inhibited in the cells. This, by the way, is proof that rock music with a pronounced pulsating rhythm is harmful to young children.

When the newborns left the hospital, doctors recommended that their parents continue music therapy sessions at home, along with massage, special gymnastics and exercises in water. Parents had different attitudes to this advice; some then let their child listen to music, others did not...

But when a year later all these children were examined at the Institute of Pediatrics, interesting things became clear. Babies who constantly listened to classical music coped better with neurological disorders than those whose parents did not believe in the healing power of music therapy. This is how reliable statistics appeared.

What kind of music should babies listen to?

Melodies at a slow tempo - “adagio”, “andante” - are useful for excitable and restless children. The second movements of classical sonatas are usually like this, instrumental concerts. Since at the beginning of their research our doctors relied on the experience of the Germans in this area - Germany had the most literature on this issue, German and Viennese classics: Mozart, Schubert, Haydn... Then Vivaldi, Tchaikovsky were added... This could be, for example: the 2nd part of Mozart's "Little Night Serenade", "Winter" from Vivaldi's "The Four Seasons", the duet of Lisa and Polina from operas by Tchaikovsky Queen of Spades", lullabies.

Listening to the 2nd part of “A Little Night Serenade” by W. Mozart.

Moreover, a melody with words affects children more strongly than a melody without words. And live singing is stronger than instrumental performance recorded on a disc or tape. And no matter what language they sing in, newborns listen well to, for example, a Brahms lullaby or Christmas carols in German.

And for babies with depression syndrome, who suck poorly and sometimes even breathe irregularly, works in the tempo of “allegro” and “allegro moderato” by Mozart, Schubert, Haydn are useful... For example: waltzes from Tchaikovsky’s ballets, “On Troika” from his own “The Four Seasons”, “Spring” from Vivaldi’s “The Four Seasons”, as well as marching melodies.

Listening to “The Great Waltz” by P.I. Tchaikovsky from the ballet “Swan Lake”.

Music therapy sessions also have a good effect on healthy, normally developing children. After all, sometimes they need to be calmed down or, conversely, cheered up. So you can do this with the help of relaxing or energizing music. Under no circumstances should young children be allowed to listen to music through headphones. Our ears are naturally designed for diffuse sound. Directed sound can cause acoustic trauma to an immature brain.

Rest at the cellular level.

Now with parents big choice- they can buy audio cassettes and CDs with traditional classical music. Or cassettes with classics arranged especially for children. There, bells were introduced into the ensemble of instruments. They also sell recordings of classical music against the background of the sounds of nature - the sound of a stream, the surf, the sounds of the forest... The audio cassettes are called: “Baby in the Forest”, “Baby by the Sea”, “Baby by the River”... Also a pleasant medicine. Listen to music with your baby and relax, because mothers of restless babies just need a good rest, at the cellular level.

Any art develops and educates a child’s personality, allows him to understand life, find and know himself, and form self-esteem. Specially selected music can generally optimize brain activity. When we are talking about the developing brain of a small child, musical influences can act as constructors of the brain. Therefore, it is very important that a child from birth (and even earlier) has the opportunity to hear beautiful and “rich” music. Children of mothers who listened to music during the twenty-eighth to thirty-sixth weeks of pregnancy begin to respond to sounds and recognize melodies faster than others. They have better developed memory.

The influence of music on fetal development also lies in the fact that children who listened to music in the womb begin to sit, walk and talk faster.

Experiments have shown that, for example, the fetus reacts to the sound of Beethoven's Fifth Symphony - the child begins to move, the rhythm of his heartbeat accelerates.

Listening to an excerpt from L. V. Beethoven's 5th symphony.

The baby reacts differently to melodic, smooth music - the heart beats at a slower rhythm. Consequently, sounds contribute to the development of fetal motor activity. In addition, the music coming from the outside world - for now the only way get some information about this world.

Music has a positive effect on the child both before birth and in the subsequent period. Music calms the child. Helps physical and mental development. Therefore, it is important for mothers to sing to their children, especially melodious songs.

The influence of music on the physical development of children is being actively studied by scientists. 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 their unborn child, it is believed that the child is also communicating with them and with the outside world. Children may respond to sounds, most often in the form of kicks. Some studies have found that children, even while in the womb, have their own preferences in music. If you listen to lyrical classical music, your child will likely calm down and stop kicking. And rock or metal music can provoke real dancing in the mother’s stomach.

Scientists studying scientific research about the influence of music on the physical development of children, they believe that listening to Mozart contributes to the development of children’s mental activity. Scientists call this phenomenon the “Mozart effect.” To experience the beneficial effects of music on a child, doctors often advise mothers to listen to lyrical music (especially classical) more often. Music is seen as a part of human nature, which slowly but effectively restores harmony in life and contributes to the further physical development of the child.

It has long been observed that children fall asleep well listening to lullabies or reading a book. Sounds, especially those that are melodic, calm and put children to sleep. Music also promotes rapid speech development in preschool children. And it helps school-age children learn foreign languages faster. After all, it is known that even small children easily remember songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children remember and reproduce songs much more easily, rather than individual words and lyrics. Since singing is easier for children than talking, music is considered effective means treatment of stuttering in children. Music helps improve speech, and what children cannot say can be easily sung.

According to US researchers, healing power Music is needed to normalize blood pressure, helps activate brain activity and strengthens the immune system. Rhythmic and energetic march-style music tones many muscles, which is extremely beneficial for the physical development of children. That's why many people do exercises accompanied by bravura music. For some children, music is a means of focusing. It makes children focused, helps them focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your baby 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. Humming the simplest tune is enough to make you feel better. Therefore, singing or music lessons are very useful for the physical development of children. She teaches love for life. Therefore, children who are passionate about music become more educated, attentive, honest in their relationships with other people, and radiate calmness and a positive mood. “Musical” children develop intellectual development faster than their peers. Music develops children's creative abilities, 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. The music is encoded in the sounds of nature - the sound of waves and the rustling of leaves in the wind, the singing of birds and crickets, the rustle of rain, and so on. Therefore, spend more time in nature. Find the music that your child likes best and try to listen to it as often as possible.

Early musical experience, as well as musical activity (singing, moving to music, playing music, listening to music, etc.) opens access to the innate mechanisms responsible for the perception and understanding of music and expands the use of these mechanisms for the formation of other higher functions of the brain.

The recently coined term “music therapy” can act as an additional stimulus for children’s development. It is based on several fundamental definitions: listening to music develops visual-figurative thinking - the ability to analyze an image and then synthesize it. This kind of thinking underlies mathematics, engineering and other disciplines;

the sooner a child gets acquainted with music, the more chances he has to love and truly master it;
Musical games combine talking and singing with rhythmic movements. The areas of the brain responsible for these actions also control motor impulses, thanks to which the child increasingly learns to control his body.
Musical games help a child use many skills at the same time, which develops multilateral nerve connections.

A child who listens to live music and plays with musical instruments from an early age is more likely to realize his innate musical potential when he gets older;

when a child listens to classical music, the brain connections responsible for his mathematical abilities are strengthened;
contact with music is extremely important for speech and emotional development, as well as to strengthen motor skills;
The rhythmic songs you sing to your baby help develop their brain.

Therefore, music, due to its internal nature, should be an integral part of any education.

In “Methods of Musical Education” N. Vetlugina writes that singing develops the vocal apparatus, speech, strengthens the vocal cords, and regulates breathing. Rhythmic classes contribute to the physical development of children, coordination of movements improves, posture improves, vitality increases, which creates a cheerful, joyful mood in the child and has a beneficial effect on the condition of the body as a whole. Thus, music is one of the means of children’s physical development.

Documents for download:

An excursion into history.

Music has always claimed a special role in society. Even the ancients knew that art has a healing effect! In Ancient Greece, Pythagoras at his university in Croton began and ended the day with singing: in the morning - to clear the mind of sleep and stimulate activity, in the evening - to calm down and tune in to rest.

What research has shown.

In children who suffer from a lack of oxygen during fetal development, whether they are full-term or premature, as a rule, the activity of cell enzymes is reduced. After infants were exposed to classical music, their cell enzyme activity increased. This was shown by cytochemical analysis. The infants also had their blood pressure, pulse, and breathing rhythm measured. And everywhere we saw the classic reaction of adaptation: the body adapted to the environment and felt better.

What kind of music should babies listen to?

Melodies at a slow tempo - “adagio”, “andante” - are useful for excitable and restless children. These are usually the second parts of classical sonatas and instrumental concertos. Since at the beginning of their research our doctors relied on the experience of the Germans in this area - Germany had the most literature on this issue, German and Viennese classics predominated in their programs: Mozart, Schubert, Haydn... Then Vivaldi, Tchaikovsky were added... This could be, for example: the 2nd part of Mozart’s “Little Night Serenade”, “Winter” from Vivaldi’s “The Four Seasons”, the duet of Lisa and Polina from Tchaikovsky’s opera “The Queen of Spades”, lullabies.

Listening to the 2nd part of “A Little Night Serenade” by W. Mozart.

Listening to “The Great Waltz” by P.I. Tchaikovsky from the ballet “Swan Lake”.

Rest at the cellular level.Now parents have a large choice - they can buy audio cassettes and CDs with classical music in traditional performance. Or cassettes with classics arranged especially for children. There, bells were introduced into the ensemble of instruments. They also sell recordings of classical music against the background of the sounds of nature - the sound of a stream, the surf, the sounds of the forest... The audio cassettes are called: “Baby in the Forest”, “Baby by the Sea”, “Baby by the River”... Also a pleasant medicine. Listen to music with your baby and relax, because mothers of restless babies just need a good rest, at the cellular level.

The influence of music on fetal development also lies in the fact that children who listened to music in the womb begin to sit, walk and talk faster.

Experiments show that, for example, the fetus reacts to the sound of Beethoven's Fifth Symphony - the child begins to move, the rhythm of his heartbeat accelerates.

Listening to an excerpt from L. V. Beethoven's 5th symphony.

The baby reacts differently to melodic, smooth music - the heart beats at a slower rhythm. Consequently, sounds contribute to the development of fetal motor activity. In addition, music coming from the outside world is so far the only way to get some information about this world.

Scientists involved in scientific research on the influence of music on the physical development of children believe that listening to Mozart contributes to the development of children's mental activity. Scientists call this phenomenon the “Mozart effect.” To experience the beneficial effects of music on a child, doctors often advise mothers to listen to lyrical music (especially classical) more often. Music is seen as a part of human nature, which slowly but effectively restores harmony in life and contributes to the further physical development of the child.

It has long been observed that children fall asleep well listening to lullabies or reading a book. Sounds, especially those that are melodic, calm and put children to sleep. Music also promotes rapid speech development in preschool children. And it helps school-age children learn foreign languages faster. After all, it is known that even small children easily remember songs in another language, even without knowing the meaning of the words. But this is their first step towards learning this language. Children remember and reproduce songs much more easily, rather than individual words and lyrics. Since singing is easier for children than talking, music is considered an effective treatment for stuttering in children. Music helps improve speech, and what children cannot say can be easily sung.

According to US researchers, the healing power of music is needed to normalize blood pressure, help activate brain activity and strengthen the immune system. Rhythmic and energetic march-style music tones many muscles, which is extremely beneficial for the physical development of children. That's why many people do exercises accompanied by bravura music. For some children, music is a means of focusing. It makes children focused, helps them focus their thinking on a specific topic, and at the same time relieves stress and fatigue. If your baby falls asleep and wakes up with music, he will be much happier and healthier.

Early musical experience, as well as musical activities (singing, moving to music, playing music, listening to music, etc.)d.) open access to the innate mechanisms responsible for the perception and understanding of music and expands the use of these mechanisms for the formation of other higher functions of the brain.

the sooner a child gets acquainted with music, the more chances he has to love and truly master it;

Musical games combine talking and singing with rhythmic movements. The areas of the brain responsible for these actions also control motor impulses, thanks to which the child increasingly learns to control his body.

Musical games help a child simultaneously use many skills at work, which develops multilateral neural connections.

A child who listens to live music and plays with musical instruments from an early age is more likely to realize his innate musical potential when he gets older;

when a child listens to classical music, the brain connections responsible for his mathematical abilities are strengthened;

contact with music is extremely important for speech and emotional development, as well as for strengthening motor skills;

The rhythmic songs you sing to your baby help develop their brain.

Therefore, music, due to its internal nature, should be an integral part of any education.

Oksana Kudashova
From work experience “Music as one of the means of effective physical development of preschool children”

From work experience

musical head of MDOU kindergarten No. 4 "Rainbow" Urazovo village, Valuysky district, Belgorod region Oksana Gennadievna Kudashova

« Music - as one of the means of increasing the efficiency of physical

development of preschool children in accordance with the Federal State Educational Standard"

Introducing children to musical art begins in early childhood and therefore children's musical development- artistic creativity, the implementation of independent creative activity of children, we find satisfaction in self-expression in one from educational regions: "Artistic and aesthetic development» . Which implies 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 production vocal-auditory coordination. Correct posture when singing regulates and deepens breathing.

Rhythmic activities based on connection music and movement, improve the child’s posture, coordination, develops clarity of walking and ease of running. Dynamics and tempo musical works require movements to change speed, degree of tension, amplitude, and direction accordingly. It is known that the sound musical works increases performance cardiovascular, muscular, motor, respiratory systems of the body.

When performing exercises with musical accompaniment improves lung ventilation and increases the amplitude of respiratory movements. At the same time, we can talk about development of musicality in children(emotional responsiveness, hearing).

Children learn to perceive music, move in accordance with her character, means of expression.

Tasks physical development are closely related to all sections of education in kindergarten. The educational program of the kindergarten provides work on movement development and musical development.

Musical games and dances are based mainly on the basic movements: walking, running, jumping, jumping.

Their improvement is proceeding as in musically-artistic activities and motor activities.

For example, conveying movements of a cheerful nature music helps to develop correct posture, coordination of movements of the arms and legs, ease of step, and learning the correct step and running on the node physical culture , strengthens the leg muscles and thereby makes it easier to master dance movements.

The movements are based on a certain rhythm, correlated with the rhythmicity musical sound. Music increases interest in games and exercises, giving them a special emotionality. Between music and movement while simultaneously execution, close connections are established.

Plays a decisive role music. Accompanying music, movements express its figurative content.

Accents, simple rhythmic patterns are easily reproduced in running, steps, clapping, changes in tempo, dynamics musical works entail changes in the speed and degree of intensity of the movement. Between music and movements easily establish the necessary relationships: movements force you to perceive more intensely and more fully musical composition, A music controls the rhythm of movements, gives them special expressiveness, and facilitates their implementation.

Music helps children at the same time start and finish this or that movement or the entire exercise, perform it at a certain pace. Pairs well with walking with music, running on toes in a column, by alone on the spot, running in all directions and some outdoor games, mainly round dance formation, 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 they quickly sit down on chairs.

In the organisation physical development work I accept Active participation. Together with the instructor physical culture we conduct various exercises: in walking, running, formations and changes of formations, which ensures the speed and precision of their implementation.

Not accompanied such exercises with music: climbing, long and high jumps from a place and from a run, throwing, outdoor games containing competitive elements. Each child completes them at his own individual pace.

IN directly- educational activities I use music in a set of exercises previously learned without musical accompaniment.

IN development work movements great place morning exercises take place. 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 group.

An important task of gymnastics with music- creating a cheerful mood in children, which promotes their activity in work, games, and activities. Music evokes positive emotions in children and thereby facilitates the execution of movements.

Used during gymnastics musical composition, you cannot distort it - emphasize individual rhythmic figures, make arbitrary pauses in order to adapt it for more convenient execution of a particular movement.

Gymnastics after a nap is also important. In the bedroom the children are under music perform arbitrary musically-rhythmic exercises, exercises for the prevention of flat feet and poor posture. The complex ends with breathing exercises. Throughout the year we use various options gymnastics

IN directly-organized activities physical education music sounds sporadically: while walking, running, jumping, changing lanes, some general developmental exercises. The main part of the lesson is usually carried out without music, however, some outdoor games include musical accompaniment.

Application musical support during the learning process physical exercises depends on the stages of their learning. When familiarizing yourself with the movement, showing it music makes it easier to understand. After demonstrating the exercise, a description is given. For example: Svetlana Aleksandrovna physical education instructor shows an exercise with a hoop accompanied by "Waltz" S. Asafieva, then speaks: « The music is calm, melodious, quiet and movements should be light, leisurely, smooth.”

We practice individual elements of movement without music, since its perception at this stage reduces the conscious control of motor skills and can lead to their mechanical reproduction.

As musical to accompany exercises in the main types of movements I use folk, classical music, works by contemporary composers. I accompany the exercises music then when they are trained in advance with a physical education instructor.

Our task is how musical managers to teach teachers 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 of execution and the first one or two times should be carried out without music.

We immediately perform familiar exercises with musical accompaniment. The teacher must ensure a clear relationship music and movements. Function music is not limited to just the accompaniment or background for performing movements; it, first of all, should help children emotionally understand their movements.

Together with the instructor we physical education we plan work on the development of movements, trying to avoid too much variety of material, establish a known sequence in its passage. It promotes interaction musical and physical development of preschoolers.

Raising a child through music, we must understand its significance for a comprehensive development personality and be its active guide in the lives of children.