Musically developing environment in the dhow. Organization of a musical subject-development environment in a preschool

One of the characteristic trends in modern preschool education is the creation in preschool institution

aesthetic and developmental subject-spatial environment. In research one can find various definitions of this concept. The subject-spatial, socio-cultural, aesthetic-developmental, cultural-educational environment, etc. are considered. But despite the difference in names, we are always talking about creating an optimal environment that provides psychological comfort to the child’s personality (Diagram 32).

The environment of a preschool institution is currently considered as a condition for the child to realize his abilities, a means of education personal qualities, an enriching development factor that serves as a background and mediator in personal developmental interaction with adults and other children.

At the same time, in a preschool educational institution, various directions development and upbringing of children, the creation of an environment for which will have certain specifics. We are interested in the artistic and aesthetic direction, and above all musical education as its integral part, and the features of creating a developmental environment for its more effective implementation.

E.P. Kostina, a specialist in the problems of musical education, considers it as a process of organized introduction of children to musical culture and believes that we can talk about a musical subject-development environment as a means of introducing a child to musical culture.

Thus, the musical environment becomes one of the components pedagogical system and represents the musical arrangement of children’s life activities.

The author, based on an analysis of this problem, argues that musical education of children requires a rich musical subject-development environment, including the musical environment of preschool educational institutions, families, cultural and educational institutions.

Musical and educational environment of preschool educational institutions includes:

■ block of organized (regulated) musical activity:music lessons and entertainment, celebrations and other activities using music. Here the child hears musical works for the first time, gains knowledge, skills and abilities, here a positive emotional background is created, a desire is formed to continue encountering music;

■ block unregulated (joint with the teacher and independent) musical activities of children in a group outside of class:

- musical activity together with the teacher- in games: role-playing games using a musical repertoire, musical didactic, musical creative, etc.; in the process of conditionally figurative and conditionally schematic modeling of the content, nature of music, means musical expressiveness and so on.;

- independent musical activity for children outside of class, arising on the initiative of children - songs, musical games, exercises, dances, as well as song, musical-rhythmic, instrumental children's creativity.

Musical and educational environment of the family, where is it carried out unregulated musical activities of children, This:

■ joint organization of family leisure with parents (the content is adequate to similar activities of a teacher with children in a preschool educational institution) (L. N. Komisarova, G. V. Kuznetsova):

■ holding family holidays;

■ visiting museums and theaters with your child (drama, music (opera, ballet, musical), puppet theater);

■ creation " home museum"(for example, a museum of a favorite composer);

■ collections of children's musical toys and musical instruments, home orchestra, home “theater” (puppet, dramatic);

■ organizing a variety of musical activities for children and entertainment using music at home;

■ the presence of a music library of artistically valuable works;

■ independent work (similar to the independent musical activity of children in preschool educational institutions). Musical activities organized by parents provide the child with rich experiences that are a powerful stimulus for his creative manifestations. In addition, he is offered various models of behavior, which is important for his socialization and for the development of relationships with others.

Musical and educational environment of cultural institutions andeducation, aimed at musical education of children,

attending preschool institutions (concerts, music school or art school, theater performances, etc.).

In general, the musical and educational environment has its own structure. It consists of subject And musical components.

The musical component is represented by audio-musical information, i.e. music, regardless of its source. Everything else, including musical instruments, toys, manuals and means of extracting music (tape recorder, etc.), belongs to the subject component. Thus, the subject-development environment is a system of material objects of the child’s activity.

Since the child gradually enters the spaces of the objective (man-made) world and social relations, in addition to subject and social, there are development environment, in which the child’s social interactions take place that influence his

Scheme 32

development. Peers and adults surrounding the child make up his environment, and adults, in addition, are organizers pedagogical process. In the social component of the environment, such an essential point is identified as the organization of the motivating factor, emotional background of the environment. Maintaining such a background, which creates comfortable conditions for the child and cultivates his musical creativity, is an important task of the teacher.

There are a number of requirements for the design of a musical subject-development environment (S.L. Novoselova, E.P. Kostina):

■ take into account the need to develop leading children's activities;

■ the medium should be aimed at the area of ​​the closest mental development(L.S. Vygotsky);

■ the musical environment must correspond to the structure of the child’s cognitive sphere, i.e. contain both conservative (already known to the child) components and problematic ones that are subject to research;

■ unrealized desire to immediately apply acquired knowledge leads to the fact that knowledge is not consolidated; and, on the contrary, the knowledge constantly used by the child lives and is enriched.

It is noted that whether this environment will become developmental, whether the child will want and be able to master it in his activities, depends on the competence of the adult, his goodwill and interested attitude towards the musical activities of children, especially independent ones. The developmental effects of the artistic and aesthetic environment can only be realized by a teacher who is passionate about music, shows interest in musical games, demonstrates to children the possibilities of a musical subject environment, creates creative situations, and awakens interest in musical games and toys. As a result, children often play with them and get creative.

When developing and evaluating a musical environment, it is recommended to rely (E.P. Kostina and others) on the following criteria for its quality.

Quality of content. The musical environment should reflect the entire spectrum of children's musical activities.

The blocks of environmental components correspond to the logic of the development of children's musical activity (perception, reproduction, creativity), each provides for an orientation towards the presentation in the environment of all types of children's musical activity:

■ music perception - aids that help to perceive works;

■ reproduction of music - aids that encourage performing activities (singing, playing or dancing, instrumental music-making);

■ musical creative activity- manuals that encourage creative improvisation in various types musical activity).

This is ensured by a variety of children's musical instruments, educational musical games and toys, visual teaching aids, various audiovisual aids (tape recorder) and a set of cassettes for them and other technical means (TV, VCR).

The content of the musical environment should reflect the principle systematic in mastering musical activity: it must correspond to the age of the children and the content of their musical activity, therefore the content of the environment should be complicated by age level. The content should provide opportunities to obtain from the environment the necessary information for musical and creative activity.

The dynamism of the content of the environment provides interest in musical activity, motivation, and then the need for it. TO Quality of structure. The musical environment should be presented in the form of modules, including transformable parts, which maintains children's keen interest. It should be organized so that all types of children's musical activities are visually represented in it and conditions are created for active interaction children with any benefits, musical instruments. Mini-centers are convenient for developing musical activities for one child, two children or a subgroup.

The environment involves flexible integration and zoning, providing for complete and partial transformation of the game modules of mini-centers, which provides a varied functional load for children.

OO integration

Interaction with parents

Requirements for music education in preschool educational institutions according to the Federal State Educational Standard

On January 1, 2014, the Federal State Educational Standard came into force preschool education(FSES DO), approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155. About what changes the Federal State Educational Standard has made to the musical development of preschool children, and how professional activities will change now music director read our article.

The first thing you should pay attention to after reading the music education program according to the Federal State Educational Standard in a preschool educational institution is the focus of the document on the socialization and individualization of the child’s personality development, from 2 months to 8 years.

Musical activity is a means and condition for a child’s entry into the world of social relations, discovery and presentation of his “I” to society. This is the main guideline for specialists and educators in interpreting the content of the music education program in preschool educational institutions according to the Federal State Educational Standard.

The main content of the educational field "Music", to which we have become accustomed in the logic of the Federal state requirements for the structure of the main educational program in a preschool educational institution according to the Federal State Educational Standard, is now, within the framework of musical education according to the Standard, presented in another educational field "Artistic and Aesthetic Development" along with two types of art : visual and literary.

This is a big plus in terms of making it easier to combine multiple art forms. The most important thing in musical development preschoolers according to the Federal State Educational Standard - communication of children with works of art, development artistic perception, the sensory sphere, the ability to interpret artistic images, in this all types of art are the same. The purpose of any of them is to reflect reality in images, and therefore the task of every specialist, educator is to teach the child to perceive, think, and decorate the ideas of an artist, director, writer.

The goals of music education in preschool educational institutions according to the Federal State Educational Standard for Preschool Education are the formation of conditions for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; development of an aesthetic attitude towards the surrounding world; formation elementary ideas about types of art through projects on music education in preschool educational institutions according to the Federal State Educational Standard; perception of folklore, music, fiction; inducement to empathy literary characters; implementation of independent creativity of children (visual, constructive-model, musical, etc.).

Objectives of music education in preschool educational institutions according to the Federal State Educational Standard for Preschool Education. Realization of the goal involves solving a number of problems:
introducing a child to beautiful world music;
development of musical erudition and culture in preschool children; color and musical development of children in preschool educational institutions;
developing a sense of respect for music as an independent art form, holidays and traditions;
development of perception, empathy for musical works and images, development of children's skills - sound, sensory and intonation, where music acts as a language, one of many, introducing children to the human world, his emotions, the world around him, the world of objects.

Types of activities in the musical development of preschoolers according to the Federal State Educational Standard for Education In infancy (2 months - 1 year) - emotional, relaxed communication with parents, perception of children's music, poems, songs, tactile-motor games. At an early age (1 year - 3 years) - this is the perception of the meaning of music, fairy tales, poems, looking at pictures, motor activity.

For preschoolers, musical development according to the Federal State Educational Standard (3 years - 8 years) occurs in the form various games, including role-playing play as the main activity of preschoolers (perception and understanding of meaning musical works, singing, musical-rhythmic movements, playing children’s instruments) and motor (mastery of basic movements) forms of child activity.

Programs and technologies for the musical development of preschoolers in accordance with the Federal State Educational Standard In accordance with the Standard, musical education in accordance with the Federal State Educational Standard in preschool educational institutions for preschool children is carried out on the basis of a program developed by the music director, and in addition to the main general education program, it may also include author’s developments and technologies.

The music education program according to the Federal State Educational Standard in preschool educational institutions is aimed at students kindergarten, their needs, interests, as well as the capabilities of the child care institution.
In accordance with the standard, the time for the part formed by the participants in educational relations is 40% of the child’s time in kindergarten, which provides opportunities for creativity of the music director.

Psychological and pedagogical support for preschool children in musical development according to the Federal State Educational Standard

Respect for children by adults, participation in the formation of positive self-esteem in preschoolers, confidence in their own strengths and abilities;
The use of forms and methods in music education in preschool educational institutions according to the Federal State Educational Standard (FSES) that correspond to the age of children and their individual abilities (it is prohibited to artificially accelerate or slow down the development processes of children).

Construction educational process based on cooperation between adults and children, focused on the capabilities and interests of each child and taking into account the social situation of his development.

Assistance of adults in the friendly attitude of pupils towards each other and their interaction in various types of children's activities according to the Federal State Educational Standard;
Supporting the interest and initiative of preschool children in activities specific to them within the framework of music education in preschool educational institutions according to the Federal State Educational Standard;
Providing students with the opportunity to choose - materials, forms of activity, participants general activities and communication; Protecting children from all forms of violence - physical and psychological.

What are the goals of the standard within the framework of music education in preschool educational institutions according to the Federal State Educational Standard?
Providing the state with equally equal opportunities for every child to receive high-quality preschool education Providing state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of educational programs, their structure and the results of their development
Preserving the unity of the educational space Russian Federation regarding the level of preschool education.

Musical subject-development environment of preschool educational institutions

It is known that the musical development of a child is determined not only by classes with a teacher, but also by the opportunity to play independently, experiment with musical toys, and freely engage in creative music-making. Independent creative activity of a child is possible providedcreating a special subject-development environment. A well-organized musical environment helps maintain emotional well-being children and them aesthetic development. Equipment and aids that are successfully used by children in their independent and specially organized musical and creative manifestations are of great importance for the development of children’s independence and initiative in musical activities. The subject environment should be maximally provided with a variety of musical and didactic materials. When creating a subject-development environment, it is necessary to take into account the gender and age characteristics of preschoolers. It is desirable that children take part in the design and transformation of the subject-development environment in the group, and the teacher quietly and wisely directs the activity of his pupils.

Development creativity children largely depends on the equipment and its attractiveness. What is needed is originality, simplicity, attractiveness, accessibility, as well as a sufficient number of assortment of tools, teaching aids, demonstration material, attributes, etc.

It is advisable to have various musical toys and aids that children can carry to play in other places (for example, in the dressing room or bedroom). And for independent musical activities while walking, it is advisable to prepare “pyramids” and “cubes”.

Musical pyramids are made of thick cardboard and covered with self-adhesive colored paper, a hole is cut out on one side, inside the pyramid there are noise instruments (maracas, wooden sticks, etc.), and plastic hooks are glued to the sides on which they hold: a small metallophone , bells, bells, tambourine, etc. Musical cubes are made in a similar way.

ForTo store a noise orchestra, you can use “musical baskets” or “musical baskets.” They are very comfortable for walking. They can be carried noise instruments and handkerchiefs and ribbons for impromptu dances at the site. Baskets are decorated depending on the time of year (spring basket, winter, summer or autumn).

One of the conditions for the successful musical development of a preschooler is the presence in group musical corners of a diverse didactic material. With its help, it is possible to solve a variety of developmental and educational tasks in an accessible way for a preschooler. game form(for example, development of a sense of rhythm, timbre, dynamic hearing, etc.). The pedagogical value of musical and didactic games lies in the fact that they open the way for the childapplication of acquired knowledge and skills in Everyday life. Musical and didactic games should be varied in content and colorfully designed, then they will attract the attention of children, make them want to sing and listen to music.

In order for children to constantly maintain interest in independent musical activities, it is necessary from time to time (1-2 times a month) to update the manuals in the music corner and introduce new equipment.

An environment created “according to the laws of beauty” contributes to children’s understanding of beauty, the development of their artistic taste and aesthetic attitude towards the environment, the development creativity. Such an environment evokes in children a feeling of joy, delight, creates an emotionally positive attitude towards children, a children's institution, and a desire to visit it.

The development of children's musical creativity requires a large number of visual aids, attributes and equipment. The parents of our students help us make them. Children experience pleasure from joint creativity with their parents, gain confidence incebe. Thus, the kindergarten becomes a kind of “bridge of creativity”, cultural center, both for children and their families.

When creating music zones inpreschool educational institutionIt is recommended to consider:

1. The feasibility of locating the area, accessibility of equipment for children, storage.

2.Variety of equipment.

3. Taking into account the age characteristics of children.

4. Aesthetic design of the music area and aids located there.

5. Possibility of moving equipment to other places.

Classification of equipment for music zones:

1. Material for creative role-playing games - Stuffed Toys, illustrations, prop musical instruments, lotto-type manuals, etc.(fake musical toys are intended to create a play situation in which children, imagining themselves, imagine themselves as musicians.

2. Children's musical toys and instruments for creative music making:

· with a chromatic series, diatonic pentatonic series (piano, metallophone, accordion, flute, etc.);

· with a fixed melody (organs, organs);

· with one fixed sound (pipes):

· noise (tambourines, rattles, drums, maracas, etc.)

3.Musical and didactic games and manuals:
music lotto, stave, ladder, geomet-
ric figures for symbolically designating parts of a work, etc. These manuals are used for the development of sensory musical abilities, familiarization with the elements of notation (most often according to the manual by N. A. Vetlugina “Musical Primer”).

4. Audiovisual aids: transparencies, CDs, phonograms, audio and video cassettes, video discs).

Approximate content of music zones by age groups

List of materials for children from 2.5 to 4 years old (1st and 2nd junior groups):

lefty dolls;

figurative musical “singing” or “dancing” toys (cockerel, cat, bunny, etc.);

fixed sound tool toys- organs, organs;

Toys-instruments with a sound of indefinite pitch: rattles, bells, tambourine, drum;

A set of unvoiced figurative instruments (accordions, pipes, balalaikas, etc.);

attributes for musical outdoor games;

flags, plumes, handkerchiefs, bright ribbons with rings, rattles, autumn leaves, snowflakes, etc. for children's dance creativity (by season);

table screen with glove toys;

tape recorder and a set of software audio recordings;

singing and moving toys;

musical pictures for songs thatcan-gutbe made on a cube and in the form of a large album or individual colorful illustrations.

List of materials for children 4-5 years old (middle group kindergarten):

In the music area for independent activities of children 4-5 years old, it is advisable to have manuals for the younger group (listed above), as well as additionally:

glockenspiel;

noise instruments for children's orchestra;

little books “We Sing” (they contain bright illustrations of familiar songs);

flannelograph or magnetic board;

musical and didactic games: “Three bears”, “Recognize and name”, “In the forest”, “Our orchestra”, “Seven-flowered flower”" , “Guess the bell”, etc.;

attributes for outdoor musical games: “Cat and Kittens”, “Hen and Cockerel”. “Hares and the Bear”, “Pilots”, etc.;

musical ladders (three-step and five-step), on which there are small and large birds or a small and large nesting doll;

ribbons, colored scarves, bright plumes, etc. (attributes todanceeval improvisations according to the season;

table screen and a set of toys;

musical toys (sounding and noise) for creative music making:

A tape recorder and a set of software audio recordings.

List of materials for children 5-6 years old (senior kindergarten group):

In addition to the middle group materials, the following is used:

Rattles, tambourines, drums, triangles, etc.;

musical toys-instruments with diatonic and chromatic sound(metal background, piano, button accordion, accordion, flute);

homemade musical toys (noise orchestra);

portraits of composers;

illustrations from the “Musical ABC Book”;

musical and didactic games: “Bee”. “Musical lotto”, “Recognized and named”, “Steps”, “Repeat the sounds”, “The Three Little Pigs”, “Magic top”, “Musical locomotive”, “Guess what sounds andetc.;

attributes for outdoor games (“Round dance in the forest”, “Raven”, “Cat and Mice”, etc.);

Children's drawings for songs and familiar musical works;

screens: tabletop and screen according to children’s height;

three-, five- and seven-step musical ladders - voiced;

Attributes for children's dance creativity: elements of costumes for familiar folk dances;

multi-colored feathers, multi-colored gloves for musical improvisations behind a screen and other attributes;

attributes for dance improvisations according to the season - leaves, snowflakes, flowers, etc.):

tape recorder and a set of software audio recordings or disks.

List of materials for children 6-7 years old ( preparatory group kindergarten):

musical instruments (maracas, tambourines, harp, children's piano, metallophone, bells, triangles, flutes, drums, etc.);

portraits of composers;

illustrations on the theme “Seasons”;

pictures for the manual “Musical book”;

albums: “We draw a song” or “We draw and sing” with children’s drawings, in which they reflect their emotions and feelings about the pieces of music they listened to and their favorite songs;

graphic aid “Emotions” (cards depicting faces with different emotional moods) to determine the nature of the melody when listening to works;

albums for viewing: “Symphony Orchestra”, “Folk Instruments”, “Dances of the Peoples of the World”, etc.;

musical ladders (three-, five- and seven-step - voiced);

a set of homemade instruments for a noise orchestra;

musical and didactic games: “Three Little Pigs”, “Three Flowers”, “Musical Umbrella”, “Rhythmic Lotto”, “Find Strawberries”, “Rhythmic Cubes”, “Name the Music Composer”, “Funny Record”, “Musical chicks”, etc.;

attributes for outdoor games (for example, “Hello, autumn”, “Cosmonauts”, etc.);

attributes for children's dance creativity, elements of costumes for familiar folk dances (kerchiefs, wreaths, hats) and attributes for dance improvisations according to the season (leaves, snowflakes, flowers, etc.); multi-colored gloves, plumes, gauze or scarves, multi-colored ribbons, multi-colored feathers for music and dance improvisations;

a tape recorder and a set of software audio recordings or disks.