Age levels of children's musical development. The influence of music on the physical development of children

INthe flow of music on a child in the womb.

According to a number of studies, even before birth, the child hears sounds and feels vibrations from the outside world. When parents sing and talk to 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 the lyric classical music Most likely, the child will 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.

The influence of music on newborns.

Due to the calming effects of music, many scientists believe that it speeds up the development of premature babies. Music has a positive effect on normalizing breathing and heart rate, reducing pain and accelerating the growth of newborns. Israeli scientists claim that the “Mozart effect” normalizes the metabolism of premature babies, which helps them quickly reach the required weight.

The influence of music on older children.

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 helps rapid development speech in preschool children. And for the children school age helps you learn faster foreign languages. 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.

Music therapy.

According to US researchers, healing power Music is needed to normalize blood pressure, helps activate brain activity and strengthens the immune system. Rhythmic and energetic march music tones many muscles, which is extremely beneficial for physical development 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 in intellectual development faster than their peers. Music develops Creative skills children, aesthetics, culture of behavior, helps to build trusting relationships and make new friends.

Music can be expressed not only through musical instruments and sound-reproducing devices. 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 outside the city, in nature. Find the music that your child likes best and try to listen to it as often as possible.

Music has the potential to influence not only adults, but also very young children.

Moreover, and this has been proven, even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has an impact on positive influence on the well-being of a developing child (maybe it shapes his tastes and preferences). Only by developing children’s emotions, interests, and tastes can they be introduced to musical culture and lay its foundations. Preschool age is important for a person’s subsequent mastery of musical culture. If in the process of children’s musical activity their musical and aesthetic consciousness is developed, this will not pass without leaving a mark on the subsequent development of man, his general spiritual formation.

Music develops a child mentally as well. In addition to various information about music that has cognitive significance, a conversation about it includes a description of the emotional and figurative content. Children's vocabulary is enriched with figurative words and expressions that characterize moods and feelings conveyed in music. Musical activity involves mental operations: comparison, analysis, juxtaposition, memorization, and thus contributes not only to the musical, but also to the general development of the child.

It is very important to create conditions for the formation of foundations musical culture preschool children. In preschool pedagogy, music is considered as an irreplaceable means of developing children's emotional responsiveness to everything good and beautiful that they encounter in life.

Music for a child is a world of joyful experiences. To open the door to this world for him, it is necessary to develop his abilities, and first of all ear for music and emotional responsiveness. Otherwise, music will not fulfill its educational functions.

At a very early age, the baby distinguishes music from the sounds and noises around him. He focuses his attention on the melody he hears, freezes for a while, listens, reacts with a smile, humming, individual movements, and exhibits a “revival complex.” Older children already have increased mental abilities. They comprehend certain connections between phenomena and are able to make the simplest generalizations - to determine, for example, the nature of the music, to name the characteristics of a played piece as cheerful, joyful, calm or sad. They also understand the requirements: how to sing a song of different character, how to move in a calm round dance or in an active dance. They also add up musical interests: there is a preference for one or another type of activity, genre of music.

By the age of six to seven years, initial manifestations are observed artistic taste- the ability to evaluate works and their performance. Singing voices at this age acquire sonority, melodiousness, and mobility. The range is leveled out, vocal intonation becomes more stable. If four-year-old children still need constant support from an adult, then with systematic training, most six-year-old children sing without instrumental accompaniment.

Children's actions on music lessons aimed at completing educational and creative tasks. They learn performing skills and improvise their own simple melodies, and when performing various dances they strive to convey various dance movements and musical and game images in their own way.

The diversified development of a child’s personality is ensured thanks to the close relationship aesthetic education with moral, mental, physical. A properly developed program and works selected in accordance with the age capabilities of children help to implement ideological and moral influence. But the most important thing is the “school of feelings”, which are formed thanks to the special property of music - to evoke the empathy of listeners.

During music lessons, cognitive and mental activity is also activated. Children learn a lot by listening carefully to a piece. However, they perceive only its most general features, the most vivid images. At the same time, emotional responsiveness does not lose its significance if the child is given the task of listening, distinguishing, comparing, and identifying expressive means. These mental actions enrich and expand the child’s sphere of feelings and experiences and give them meaning.

The harmony of musical and aesthetic education is achieved only when all types of musical activities available to preschool age and all the creative capabilities of a growing person are used. At the same time, complicating pedagogical tasks, one should not abuse the special sensitivity of children. The art of music itself and its features confront the teacher with the need to solve a number of specific problems:

1. Foster a love and interest in music. Only the development of emotional responsiveness and sensitivity makes it possible to widely use the educational influence of music.

2. Enrich children's impressions by introducing them, in a clearly organized system, to a variety of musical works and the means of expression used.

3. Introduce children to various types of musical activities, developing the perception of music and simple performing skills in the field of singing, rhythm, and playing children's instruments. Introduce the basic elements of musical literacy. All this will allow them to act consciously, naturally, and expressively.

4. To develop the general musicality of children (sensory abilities, pitch hearing, sense of rhythm), to form a singing voice and expressiveness of movements. If at this age a child is taught and introduced to active practical activities, then the formation and development of all his abilities occurs.

5. Promote the initial development of musical taste. Based on the impressions received and ideas about music, first a selective and then an evaluative attitude towards the performed works is manifested.

6. Develop a creative attitude towards music, primarily in such activities accessible to children as the transfer of images in musical games and round dances, the use of new combinations of familiar dance moves, improvisation of singing songs. This helps to identify independence, initiative, and the desire to use Everyday life learned repertoire, play instruments, sing, dance. Of course, such manifestations are more typical for middle and older children. preschool age.

Music is an art that affects a child already in the first months of his life. Its direct influence on the emotional sphere contributes to the emergence of initial response actions, in which one can see the prerequisites for the further formation of basic musical abilities.

In order for children to develop successfully in this direction, it is necessary to organize work on musical education, taking into account the characteristics of music and the age capabilities of children.

Already in the first year of life, the teacher organizes children’s communication with music, accumulating their experience of listening to the simplest melodies (sung or performed on children’s musical instruments), encourages them to respond to them with voice or movement, and creates the prerequisites for the child’s active musical activity at subsequent stages of development.
All musical abilities united by a single concept - musicality. “Musicality is a complex of abilities developed on the basis of innate inclinations in musical activity, necessary for its successful implementation” (Radynova O.P. “Musical development of children”).

The core of musicality is three basic abilities that are necessary for the successful implementation of all types of musical activities: emotional responsiveness, ear for music, sense of rhythm.

Emotional responsiveness to music is the center of a child’s musicality, the basis of his musical activity, necessary for feeling and understanding the musical content and its expression in performing and creative activities.

An ear for music is necessary for clear intonation when singing, a sense of rhythm is necessary for movement, dancing and playing musical instruments.

Modern researchers have proven that forming the foundations of musical culture and developing musical abilities should begin as early as possible. The poverty of childhood musical impressions, their absence can hardly be made up for later, as an adult. To form the foundations of culture, an appropriate environment is necessary, which will give him the opportunity to get acquainted with a variety of music, learn to perceive and experience it.

Musical activity of preschoolers is various ways, children's means of cognition musical art(and through him surrounding life, and oneself), with the help of which general development is carried out.

In the musical education of children, the following types of musical activities are distinguished: perception, performance, creativity, musical and educational activities. They all have their own varieties. Thus, the perception of music can exist as an independent type of activity, or it can precede and accompany other types. Performance and creativity are carried out in singing, musical-rhythmic movements and playing the musical instruments. Musical educational activities include information general in music as an art form, musical genres, composers, musical instruments, etc., as well as special knowledge about performance methods. Each type of musical activity, having its own characteristics, presupposes that children master those methods of activity without which it is not feasible, and has a specific impact on the musical development of preschool children. For this reason, it is important to use all types of musical activities.

Musical and educational activities do not exist in isolation from other types. Knowledge and information about music are not given to children on their own, but in the process of perceiving music, performance, creativity, along the way, to the point. Each type of musical activity requires certain knowledge. To develop performance and creativity, special knowledge about the methods, techniques of performance, and means of expression is needed. By learning to sing, children acquire the knowledge necessary to master singing skills (sound production, breathing, diction, etc.). In musical-rhythmic activities, preschoolers master various movements and methods of their execution, which also requires special knowledge: about the unity of the nature of music and movements, about the expressiveness of the playing image and its dependence on the nature of the music, on the means of musical expressiveness (tempo, dynamics, accents, register , pauses). Children will recognize the names dance steps, learn the names of dances and round dances. While learning to play musical instruments, children also gain certain knowledge about the timbres, methods, and techniques of playing different instruments.

Thus, it must be remembered that musical development has a positive effect on the overall development of children. The child’s thinking improves, the emotional sphere is enriched, and the ability to experience and feel music helps to cultivate a love of beauty in general, and sensitivity in life. Mental operations, language, and memory also develop. Therefore, by developing a child musically, we contribute to the formation of a harmoniously developed personality, which is very important. The musical activity of preschoolers is a variety of ways and means for children to learn the art of music (and through it both the life around them and themselves), with the help of which their general development is carried out.

Bibliography:

1. Vetlugina N.A. Musical education in kindergarten. –M.; Enlightenment, 1981
2. Methods of music education in kindergarten / ed. Vetlugina N.A. – M, 1982
3. Metlov N.A. Music for children - M.; Enlightenment, 1985
4. Nazaykinsky E.V. On the psychology of musical education. – M.: 1972
5. Tarasov G.S. Pedagogy in the system of music education. – M.; 1986
6. Teplov B.M. Psychology of musical abilities - M., Leningrad, 1977.
7. Khalabuzar P., Popov V., Dobrovolskaya N. Methods of musical education - M., 1989.

AGE FEATURES

MUSICAL DEVELOPMENT CHILD

The child’s abilities develop in the process of active musical activity.

The most significant features musical development are:

• Auditory sensation, musical ear;
• Quality and level of emotional responsiveness to music of various types;
• The simplest skills, actions in singing and musical-rhythmic performance.

First year of life. From the first months, a normally developing child responds to the nature of music with the so-called revival complex, rejoicing or calming down. By the end of the first year of life, the baby listens to the singing of an adult and adapts to his intonation by humming and babbling.

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

Third and fourth year of life. This period of development is characterized by the desire for independence. Speech becomes coherent and the musculoskeletal system is 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.

Fifth year of life. 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 piece 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 - enables children to use them more widely in games and dancing. Some strive, without imitating each other, to play 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 and seventh years 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 and understand its means of expression. Feel the various shades of mood conveyed by music.

The child is capable of holistic perception musical image, which is very important for developing an aesthetic attitude towards the environment. But does this mean that analytical activity can harm holistic perception? Research conducted in the field of sensory abilities and musical perception of children has shown an interesting pattern. The holistic perception of music is not reduced if the task is to listen and isolate. Distinguish between the most striking means of “musical language”. The child can allocate these funds and, taking them into account, act in accordance with in a certain way when listening to music, performing songs and dancing movements. This promotes musical and auditory development, mastering the necessary skills to prepare for singing from notes.

In children 6-7 years old, the vocal apparatus is further strengthened, the range expands and equalizes, and greater melodiousness and sonority appear. Songs, dances, and games are performed independently, expressively and to some extent creatively. Individual musical interests and abilities are revealed more clearly.

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

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 cardio-vascular 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 at the Institute of Pediatrics of the Russian Academy of Medical Sciences decided to find scientific basis music therapy method. 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 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 are useful for excitable and restless children. at a slow pace- "adagio", "andante". 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 simply need good vacation, 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 it comes to the developing brain small child, then 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 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.

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

The recently coined term “music therapy” can act as an additional stimulus for 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;

• how earlier child joins 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.

Child, with early age listening to “live” music and playing with musical instruments is more likely to realize his innate musical potential when he gets older;

• when a child listens to classical music, the brain connections 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, by virtue of its internal nature, must be integral part any upbringing.

In “Methods of Musical Education” N. Vetlugina writes that singing develops the vocal apparatus, speech, strengthens vocal cords, 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:

FEDERAL AGENCY FOR EDUCATION

STATE EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

Vladimir State Humanitarian University

Department of Preschool Education

Test

subject: theory and methodology

musical development of children

on the topic: “Specificity and relationship various types musical activity of preschool children"

Completed by: student group – DO-41

behind full-time education

Faculty of Pedagogy and Methods of Primary Education

Zavyalova O. Yu.

Teacher: Mikhailova N.V.

Vladimir – 2010

Introduction 3

Chapter 1. Musical activity of preschoolers 5

1.1 The importance of musical education of children 5

1.2. Structure and types of musical activities of preschoolers 8

Chapter 2. Specifics of musical activity of preschool children 12

2. 1. Development of musical perception of preschoolers 12

2.2. Musical performance, musical creativity,

musical and educational activities for preschool children 16

Conclusion 25

References 26

Introduction

In modern pedagogy, attention is focused on the contrast between traditional pedagogy and creativity pedagogy, for which the main thing is the development of the student’s activity, regardless of his age. It is art that is aimed at the emotional and sensory sphere of a person, which is more receptive and responsive than abstract and logical structures.

Among all types of arts, according to many researchers, the most emotional by nature is music (B.V. Asafiev, N.A. Vetlugina, G.A. Ermakova, V.V. Medushevsky, E.V. Nazaykinsky, O. P. Radynova, A. N. Sokhor, B. M. Teplov, G. S. Tarasov, K. V. Tarasov, V. S. Tsukerman and others.), since she has the ability to directly embody the world emotional experiences a person, a diverse range of feelings and moods. B.V. Asafiev characterizes music as “a reflection of the logic of changing emotional states”; B.M. Teplov – “as emotional cognition.” Thus, music is considered as a creative way of mastering a preschool child’s cognition of the emotional and cultural aspect of society, which forms a person’s creative attitude towards the world around them and towards themselves, their assessment of reality, their views, ideals and is one of the most powerful means of developing creative preschooler's personality culture.

The process of forming the creative culture of the personality of preschool children has its own characteristics, which are associated with the age characteristics of preschool age. Creative musical activity, according to O.P. Radynova, are various ways and means of children’s knowledge of musical art (and through it, the surrounding life and themselves), with the help of which the formation of a preschooler’s creative culture is carried out. 1

The purpose of my work is to show the specificity and interrelation of various types of musical activities of preschool children.

To achieve this goal, I identified the following tasks:

Reveal the essence of children's musical activity;

Show the specifics of musical activity of preschool children.

Chapter 1. Musical activity of preschoolers

The importance of musical education of children

Different types of art have specific means of influencing a person. Music has the ability to influence a child at the earliest stages. It has been proven that even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to has an impact on the child’s well-being.

Music is one of the richest and most effective means of aesthetic education; it has a great emotional impact, educates a person’s feelings, and shapes tastes.

Modern scientific research indicates that the development of musical abilities, the formation of the foundations of musical culture - i.e. Musical education should begin in preschool age. Music has an intonation nature similar to speech. Similar to the process of mastering speech, which requires a speech environment, in order to fall in love with music, a child must have experience in perceiving musical works different eras and styles, get used to her intonations, empathize with her moods. The famous folklorist G.M. Naumenko wrote: “... a child who finds himself in social isolation experiences mental retardation, he acquires the skills and language of the one who raises him and communicates with him. And what kind of sound information will it absorb into itself? early childhood, that will be the main supporting poetic and musical language in his future conscious speech and musical intonation. It becomes clear why those children who were rocked to sleep with lullabies, brought up on nurseries, entertained with jokes and fairy tales, with whom they played while performing nursery rhymes, according to numerous observations, are the most creative children, with developed musical thinking...” 2

Musical development has an irreplaceable impact on overall development: the emotional sphere is formed, thinking is improved, sensitivity to beauty in art and life is cultivated. “Only by developing a child’s emotions, interests, and tastes can he be introduced to musical culture and lay its foundations. Preschool age is extremely important for further mastery of musical culture. If in the process of musical activity a musical-aesthetic consciousness is formed, this will not pass without a trace for the subsequent development of a person, his general spiritual formation" 3

When engaging in musical education, it is important to remember general development children. Preschoolers have little experience in understanding human feelings that exist in real life. Music that conveys the full range of feelings and their shades can expand these ideas. Besides moral aspect, musical education has great importance for the formation of aesthetic feelings in children: by becoming familiar with the cultural musical heritage, the child learns the standards of beauty and appropriates the valuable cultural experience of generations. Music develops a child mentally as well. In addition to various information about music that has cognitive significance, a conversation about it includes a description of emotional and figurative content, therefore, children’s vocabulary is enriched with figurative words and expressions that characterize the feelings conveyed in music. The ability to imagine and reproduce the pitch of sounds in a melody also involves mental operations: comparison, analysis, juxtaposition, memorization, which also affects not only the musical, but also the general development of the child.

As already mentioned, music develops the emotional sphere. Emotional responsiveness to music is one of the most important musical abilities. It is associated with the development of emotional responsiveness in life, with the cultivation of such personality qualities as kindness and the ability to sympathize with another person.

So, the importance of musical education of children is as follows. Music affects overall development: the emotional sphere is formed, thinking and aesthetic feelings are improved, and the child develops mentally.

Structure and types of musical activities of preschool children

Activity is an active process of mastering social experience and cultural achievements. Throughout his life, a person masters various types of activities, as a result of which his mental qualities and personality traits are formed. Some of them acquire special significance and proceed most successfully. A person’s personal qualities are revealed in selective relationships and inclinations towards certain types of activities. The activity improves perception, memory, thinking, imagination, and sensations. In the process of any activity, the child masters certain actions that lead to a certain external result, and internal, mental actions that form the basis of the content of mental development (perception, thinking, imagination, memory). Likewise, musical activity consists of numerous actions. For example, when mastering a song, a child carefully listens to the introduction to the song, tries to start it on time, catches the given tempo, reflects simple shades when performing it, and finishes the performance at the same time as his peers. As we see, actions can be external, objective: the child sings, moves, conducts, plays an instrument, etc., as well as internal: perceiving music, he is imbued with its emotional mood, compares solo and choral sound, listens to his own singing . If an action is repeated many times, it is gradually learned and becomes a skill. The combination of these skills then allows the child to cope with new, more complex actions. “Musical activity of preschool children is a variety of ways, means for children to learn the art of music (and through it both the life around them and themselves), with the help of which their general development is carried out” 4.

In the musical education of children, the following types of musical activities are distinguished: perception, performance, creativity, musical and educational activities. They all have their own varieties. Thus, the perception of music can exist as an independent type of activity, or it can precede and accompany other types. Performance and creativity are carried out in singing, musical-rhythmic movements and playing musical instruments. Musical educational activities include general information about music as an art form, musical genres, composers, musical instruments, etc., as well as special knowledge about performance methods. Each type of musical activity, having its own characteristics, presupposes that children master those methods of activity without which it is not feasible, and has a specific impact on the musical development of preschool children. This is why it is so important to use all types of musical activities. The structure, types of musical activity and their interaction are clearly reflected in the diagram, which was compiled by O.P. Radynova based on the scheme by N.A. Vetlugina.

PERCEPTION OF MUSIC

Perception of music specially created for listening Perception of music in connection with its performance Musical didactic games

EXECUTION

Singing Musical and rhythmic movements Playing musical instruments

CREATION

Song creativity Musical, gaming and dance creativity Playing musical instruments

MUSICAL AND EDUCATIONAL ACTIVITIES

General knowledge Specific knowledge related to various types of musical activities

As can be seen from the above diagram, all types of activities are interconnected and interact with each other. Each type of activity serves as a means of developing some musical ability. By perceiving music and distinguishing emotional coloring, a modal feeling is formed. Pitch hearing (musical and auditory perceptions) develops with the help of those types of activities in which this ability is manifested, namely in two types of performance - singing and playing musical instruments by ear. The rhythmic feeling finds expression primarily in musical-rhythmic movements, reproduction of a rhythmic pattern in clapping, on musical instruments, and in singing. Emotional responsiveness to music develops in the process of all types of musical activity. At the same time, in the development of musical abilities, various types of activities can replace each other. For example, pitch hearing can be developed in singing or playing musical instruments; sense of rhythm - in musical-rhythmic movements, etc.

Thus, the types of musical activity are: perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical, gaming and dance creativity; a game of perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical, gaming and dance creativity; game on. All types are means of musical education and development of children.

So, the essence of children's musical activity is as follows. Music affects overall development: the emotional sphere is formed, thinking and aesthetic feelings are improved. Children's musical activities consist of musical and didactic games; singing; musical and rhythmic movements; playing musical instruments; song creativity; musical, gaming and dance creativity; a game of perception of music specially created for listening; perception of music in connection with its performance; musical and didactic games; singing; musical and rhythmic movements; playing musical instruments.

Chapter 2. Specifics of musical activity of preschool children

2.1. Development of musical perception of preschoolers

Perception is the reflection in the cerebral cortex of objects and phenomena that affect human analyzers. Perception is not just a mechanical, mirror reflection by the human brain of what is in front of his eyes or what his ear hears. Perception is always an active process, an active activity. It is the first stage of the thinking process, therefore, it precedes and accompanies all types of musical activity.

The perception of music occurs already when the child cannot engage in other types of musical activities, when he is not yet able to perceive other types of art. Perception of music is the leading type of musical activity in all age periods of preschool childhood. Hearing and perceiving music means distinguishing its character, monitoring the development of the image: changes in intonation, moods. The famous musician-psychologist E.V. Nazaikinsky proposes to distinguish between two terms: perception of music and musical perception - depending on whether it took place. He calls musical perception an accomplished perception - felt and meaningful. “Musical perception is a perception aimed at comprehending and understanding the meanings that music has as an art, as special shape reflection of reality as an aesthetic artistic phenomenon" 5. In the opposite case, music is perceived as sound signals, as something audible and acting on the organ of hearing. It is important to form musical perception.

Due to different musical and life experiences, the perception of a child and an adult is not the same. The perception of music by young children is characterized by its involuntary nature and emotionality. Gradually, with the acquisition of some experience, as he masters speech, the child can perceive music more meaningfully, correlate musical sounds with life phenomena, and determine the nature of the work. In children of senior preschool age, with the enrichment of their life experience and experience of listening to music, the perception of music gives rise to more diverse impressions.

The perception of music by an adult differs from that of a child in that music can evoke richer life associations, feelings, as well as the ability to comprehend the music they hear on a different level than children.

At the same time, the quality of music perception is not related only to age. Undeveloped perception is superficial. It can also occur in an adult. The quality of perception largely depends on tastes and interests. If a person grows up in a “non-musical” environment, he often develops a negative attitude towards “serious” music. Such music does not evoke an emotional response if a person has not been accustomed to empathizing with the feelings expressed in it since childhood. N.A. Vetlugina writes: “The development of musical sensitivity is not a consequence of a person’s age-related maturation, but is a consequence of purposeful upbringing” 6.

Thus, perception depends on the level of musical and general development of a person, on purposeful upbringing.

Both emotions and thinking are involved in the perception of works of art. When listening to music, the role of the emotional component is especially great. If a person has developed perception, then he comprehends the meaning piece of music even on just one listen. With repeated listening, the perceived musical image deepens, the work opens up with new facets. Therefore, in childhood, when the experience of perceiving music is still small, as a rule, several listenings are required so that the perception of the work becomes more meaningful and felt. Therefore, it is so necessary to develop the musical perception of preschoolers and train it.

The nuances of music develop in children from an early age. At each age stage, the child distinguishes the most vivid means of expression with the help of the capabilities that he has - movement, speech, play, etc. Therefore, the development of musical perception should be carried out through all types of activities. Listening to music can be put in first place here. Before performing a song or dance, the child listens to music. Receiving various musical impressions from childhood, the child gets used to the intonation language of folk classical and modern music, accumulates experience in perceiving music of different styles, and comprehends the “intonation vocabulary” of different eras. The famous violinist S. Stadler once remarked: “To understand a wonderful fairy tale in Japanese, you need to know it at least a little.” As mentioned above, the acquisition of any language begins in early childhood. Musical language is no exception. Observations indicate that young children enjoy listening to ancient music by J. S. Bach, A. Vivaldi, W. A. ​​Mozart, F. Schubert and other composers - calm, cheerful, affectionate, playful, joyful. They react to rhythmic music with involuntary movements. Throughout preschool childhood, the circle of familiar intonations expands, consolidates, preferences are revealed, and the beginnings of musical taste and musical culture as a whole are formed.

The perception of music is carried out not only through listening, but also through musical performance - singing, musical-rhythmic movements, playing musical instruments.

Thus, the development of musical perception of preschool children is as follows. As already mentioned, all types of musical activities interact with each other. A child's musical perception will not develop and improve fully if it is based only on listening to musical works. It is important to use all types of musical performance to develop musical perception.

2.2. Musical performance, musical creativity,

musical and educational activities for preschool children

Musical performance carried out in singing, musical-rhythmic movements, and playing musical instruments. To master various types of performing activities, it is necessary to develop certain skills and abilities in children. Some of them are easy to master, others are difficult. In order for children's performance and creativity to manifest themselves successfully, the child needs to accumulate musical impressions (through the perception of music). If children distinguish the changing nature of music, can correlate musical images with life phenomena, are well versed in the means of musical expression, they use the experience of perceiving music when performing musical works and in creative improvisations. Without developed perception, children's performing activity is reduced to imitation and does not perform a developmental function.

Often, children's performance does not carry value for other people, but it is necessary for the children themselves for further musical development. The requirement of artistry, rather of elementary expressiveness, can hardly be applied to children's performance. Through it, children convey their feelings, thoughts, experiences.

Children's performance requires certain training actions, repetitions, and exercises. Intonation errors in children's singing are overcome with the help of exercises to develop pitch hearing and establish auditory-vocal coordination.

Let's consider the types of musical activities in order.

Singing. Singing is the most popular and accessible view performance. In singing, the entire complex of musical abilities is successfully formed: emotional responsiveness to music, modal sense, musical-auditory perception, sense of rhythm. In addition, children receive various information about music, acquire skills and abilities. Singing fulfills the child’s musical needs; he can perform the so-called familiar and favorite songs at will at any time. Singing is closest and most accessible to children.

The impact of singing on the physical development of children is obvious: it promotes the development and strengthening of the lungs; by developing coordination of voice and hearing, it improves children's speech; affects the general condition of the child’s body; causes reactions associated with changes in blood circulation and breathing. According to doctors, singing is the best form of breathing exercises.

Musical and rhythmic movements. Rhythmics is one of the types of musical activity in which the content of music and its character are conveyed in movements. The basis of rhythm is music, and various physical exercises, dances, and plot-shaped movements are used as a means of deeper perception and understanding of it.

Movements to music have been used in raising children since ancient times (Ancient India, China, Greece). But it was the Swiss teacher and composer Emile Jacques-Dalcroze who first considered rhythm and substantiated it as a method of musical education. Before rhythm, he first of all set the task of developing musical abilities, as well as plasticity and expressiveness of movements. The special value and viability of his system of musical and rhythmic education lies in its humane nature. E. Jacques-Dalcroze was convinced that it was necessary to teach rhythm to all children. He developed in them a deep “feeling”, insight into music, creative imagination, and formed the ability to express themselves in movements.

B.M. Teplov proved the fact that the perception of music is accompanied by motor reactions (vocalizations, small finger movements, etc.). Therefore, movements are successfully used as techniques that activate children’s awareness of the nature of the melody, the quality of sound production (smooth, clear, abrupt), means of musical expressiveness (accents, dynamics, ups and downs of the melody, tempo, rhythmic pattern, etc.). These properties of music can be modeled through hand movements, dance movements, and imagery.

When practicing rhythmics, it is important that the center of the lesson is music. B.M. Teplov writes: “As soon as they (rhythm classes) turn into classes for the education of rhythmic movements in general, as soon as music retreats to the position of accompaniment to movements, the whole meaning, at least the whole musical meaning, of these classes disappears” 7 . To ensure that the children themselves do not focus only on performing movements during the lesson, the lessons must be carefully prepared by the teacher and the elements of dance movements must be learned. It is important that the training is developmental in nature, and not reduced to “coaching”.

Playing children's musical instruments. When working with children, various musical instruments and toys are used. They arouse great interest in the child. The initiator of teaching children to play musical instruments already in the 20s was musical figure and teacher N.A. Metlov. He also came up with the idea of ​​organizing children's orchestra(first noise, then mixed). He did a lot of work to create and improve children's musical instruments that have a scale - the metallophone and the xylophone. A repertoire was selected, including folk songs and other works convenient for performance on children's musical instruments, and some rules for their instrumentation were developed. In his publications, N.A. Metlov gives detailed methodological recommendations on the use and tuning of instruments, the sequence of teaching children to play musical instruments, and a description of the techniques of playing each of them.

The use of children's musical instruments and toys enriches musical experiences for schoolchildren and develops their musical abilities. Playing musical instruments that do not have a scale helps develop a sense of rhythm and expands children's timbre perceptions. Melodic musical instruments are all three basic musical abilities: modal sense, musical-auditory perception and sense of rhythm. To play a melody by ear, you need to have musical-auditory ideas about the arrangement of sounds in height and rhythmic ideas. When selecting a melody, it is also necessary to feel the attraction to stable sounds, to distinguish and reproduce the emotional coloring of the music. In addition, playing musical instruments develops will, desire to achieve goals, and imagination.

It is important to attract children's attention to the expressiveness of the timbre of each instrument, to use figurative comparisons and characteristics. Children should feel the expressive capabilities of instruments and learn to use a variety of timbre colors. Thus, musical responsiveness to music develops - the basis of musicality.

When teaching how to play musical instruments, the teacher must take into account the individual capabilities of each child. Some children easily select songs, while others require more detailed preparatory work.

All types of children's musical performance should be present at a music lesson for preschoolers.

CHILDREN'S MUSICAL CREATIVITY. N.A. Vetlugina, in her research, comprehensively analyzed the capabilities of children in performing creative tasks, the origins of children's creativity, the ways of its development, substantiated the idea of ​​​​the relationship, interdependence of children's learning and creativity, theoretically and experimentally proving in her works that these processes are not opposed, but are in close contact and mutually enrich each other. It was found that a necessary condition for the emergence of children's creativity is the accumulation of impressions from the perception of art, which is a model for creativity, its source. Another child's condition musical creativity– accumulation of performing experience. In improvisations, the child emotionally and directly applies everything that he has learned during the learning process. In turn, learning is enriched by the creative manifestations of children and acquires a developmental character.

Children's musical creativity, like children's performance, usually does not have artistic value for the people around you. It is important for the child himself. The criteria for its success are not the artistic value of the musical image created by the child, but the presence of emotional content, expressiveness of the image itself and its embodiment, variability, and originality.

In order for a child to compose and sing a melody, he needs to develop basic musical abilities. In addition, creativity requires imagination, imagination, and free orientation in unusual situations.

Children's musical creativity is by its nature a synthetic activity. It can manifest itself in all types of musical activities: singing, rhythm, playing children's musical instruments. It is important to develop song creativity starting from early preschool age, using creative tasks that are feasible for children. The success of children's creative expressions depends on the strength of their singing skills, the ability to express certain feelings and moods in singing, and to sing clearly and expressively. In order to orient preschoolers in song creativity, N.A. Vetlugina offers exercises for accumulating auditory experience and developing musical and auditory concepts. It is important to draw children's attention to the expressiveness of their improvisation even in the simplest exercises. In addition to singing, children's creativity can be manifested in rhythm and playing musical instruments. The creative activity of children in rhythm largely depends on the organization of training in musical and rhythmic movements. Full-fledged creativity of a child in rhythm is possible only if his life experience, in particular musical and aesthetic ideas, is constantly enriched, if there is an opportunity to show independence.

Increased attention should be paid to the selection of musical works that serve as a kind of scenario for children’s independent actions. Program music occupies a leading place in creative tasks, since poetic text and figurative words help the child better understand its content.

Children's instrumental creativity usually manifests itself in improvisations, i.e. composing while playing an instrument, direct, momentary expression of impressions. It also arises on the basis of children’s life and musical experience.

One of the conditions for successful instrumental creativity is the possession of basic skills in playing musical instruments, various methods of sound production, which allow you to convey the simplest musical images (clatter of hooves, magical falling snowflakes). It is important that children understand that when creating any image, it is necessary to express the mood and character of the music. Depending on the nature of the image that is to be conveyed, children choose certain means of expression; this helps children to deeply feel and understand the features of the expressive language of music, and encourages independent improvisation.

MUSICAL AND EDUCATIONAL ACTIVITIES

It was said above that in kindergarten preschoolers not only learn practical musical skills, but also receive the necessary theoretical knowledge about music.

To develop musical abilities, children need certain knowledge. The development of modal feeling (distinguishing the emotional coloring of music - the character of the entire work) presupposes knowledge that the content of music is feelings, moods, their changes, that the image in music of any phenomena of the surrounding world always has a specific emotional coloring, that the means of musical expression (major or minor scale, different timbre, dynamics, etc.) create a certain mood, gentle or menacing, cheerful or solemn, that the musical form (the number of parts in the work) is determined by a change in the emotional coloring of the music, a change in the nature of intonation in separate parts etc.

For the formation of musical-auditory concepts, it is important to know that musical sounds have different pitches, so that the melody is made up of sounds that move up, down, or repeat at the same pitch. The development of a sense of rhythm requires knowledge that musical sounds have different lengths - they can be long and short, that they move and their alternation can be measured or more active, that rhythm affects the character of the music, its emotional coloring, and makes various genres more recognizable. The formation of a motivated assessment of musical works, in addition to the accumulation of auditory experience, requires certain knowledge about music, its types, composers, musical instruments, means of musical expression, musical genres, forms, mastery of certain musical terms (register, tempo, phrase, part, etc.)

Musical educational activities do not exist in isolation from other types. Knowledge and information about music are not given to children on their own, but in the process of perceiving music, performance, creativity, along the way, to the point. Each type of musical activity requires certain knowledge. To develop performance and creativity, special knowledge about the methods, techniques of performance, and means of expression is needed. By learning to sing, children acquire the knowledge necessary to master singing skills (sound production, breathing, diction, etc.). In musical-rhythmic activities, preschoolers master various movements and methods of their execution, which also requires special knowledge: about the unity of the nature of music and movements, about the expressiveness of the playing image and its dependence on the nature of the music, on the means of musical expressiveness (tempo, dynamics, accents, register , pauses). Children learn the names of dance steps, learn the names of dances and round dances. While learning to play musical instruments, children also gain certain knowledge about the timbres, methods, and techniques of playing different instruments.

Children show inclinations towards certain types of musical activities. It is important to notice and develop in every child the desire to communicate with music in the type of musical activity in which he shows the greatest interest, in which his abilities are most fully realized. This does not mean that other types of musical activity should not be mastered by him. However, one cannot ignore the position of psychology on the leading types of activities that influence the development of personality. If these leading types of activity appear in preschool childhood, it is necessary to take into account the characteristics of each child and, accordingly, orient the process of musical education towards the development of his abilities, inclinations, and interests. Otherwise, as we have already noted, the learning process comes down to “coaching.” If training is carried out without an individually differentiated approach, it ceases to be developmental.

So, musical performance is carried out in singing, musical-rhythmic movements, and playing musical instruments. The main condition for the emergence of children's musical creativity is the accumulation of impressions from the perception of art, which is a model for creativity, its source. Another condition for children's musical creativity is the accumulation of performing experience. To develop musical abilities, children need certain knowledge.

Thus, the specifics of the musical activity of preschoolers are as follows. A child's musical perception will not develop and improve fully if it is based only on listening to musical works. It is important to use all types of musical performance to develop musical perception. It is carried out in singing, musical and rhythmic movements, and playing musical instruments. The conditions for the emergence of children's musical creativity are the accumulation of impressions from the perception of art and the accumulation of performance experience, and for the development of musical abilities, children need certain knowledge.

Conclusion

The purpose of my work was to show the specificity and interrelation of various types of musical activities of preschool children.

To achieve this goal, I solved the following tasks:

She revealed the essence of children's musical activity: all types of musical activity interact with each other. A child's musical perception will not develop and improve fully if it is based only on listening to musical works. It is important to use all types of musical performance to develop musical perception.

She showed the specifics of musical activity of preschoolers. It is important to use all types of musical performance to develop musical perception. It is carried out in singing, musical and rhythmic movements, and playing musical instruments. The conditions for the emergence of children's musical creativity are the accumulation of impressions from the perception of art and the accumulation of performance experience, and for the development of musical abilities, children need certain knowledge.

Bibliography:

1. Radynova O.P. Musical education of preschool children / O.P. Radynova. – M.: VLADOS, 1994

2. Nazaykinsky E.V. Musical perception as a problem of musicology // Perception of music - M., 1980

3. Petrushin V.I. Musical psychology M., 1997

4. Nazaykinsky E.V. On the psychology of musical perception. – M.: 1972

5. Vetlugina N.A. Musical education in kindergarten - M.: Education, 1981

6. Tarasov G.S. Pedagogy in the system music education– M., 1986

1 Radynova O.P. Musical education of preschool children / O.P. Radynova. – M.: VLADOS, 1994

2 Nazaykinsky E.V. Musical perception as a problem of musicology // Perception of music - M., 1980

3 Petrushin V.I. Musical psychology M., 1997

4 Petrushin V.I. Musical psychology M., 1997

5 Nazaykinsky E.V. On the psychology of musical perception. – M.: 1972

Children preschool ageAbstract >> Culture and art

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