Music therapy in kindergarten: tasks and goals, choice of music, development methods, features of conducting classes and a positive impact on the child. Consultation on speech therapy on the topic: consultation with a music director for parents and music teachers

Anastasia Lomovtseva
Practical application of music therapy in working with preschool children

The success of classes is positively influenced by the positive personality of the teacher, his knowledge of methods musical expressions - playing on musical instruments and the ability to sing, as well as the inclusion in the preventive and correctional process of the factor of group dynamics, mutual psycho-emotional positive contagion, empathy and sympathy between group participants music lessons.

It is necessary to determine an individual course of correction for children with certain disorders and tactics after its completion. The number and duration of sessions matter music therapy(10-12 minutes, multiplicity application per week – 1-7 times.

In order to music effect on the child, he needs to be specially configured and prepared for this. This setting consists of sitting in a comfortable position, relaxing and focusing on the sounds. music. Perception music is about learning to recognize emotions. Any music– these are always feelings, emotions, experiences. For listening in class music therapy and relaxation, the following are offered Topics: "Meditation" S. Maykopara and "First Loss" R. Schumann, "In the church" P. Tchaikovsky, "Ave Maria" F. Schubert, "Rush" R. Schumann, "Parting" M. Glinka, « Morning prayer» P. Tchaikovsky, "Joke" I. Bach, "Humoresque" P. Tchaikovsky. The titles of these works reflect the mood conveyed in music. Children learn to understand feelings, distinguish shades of mood, learn to empathize, rejoice, and be charged with positive emotions.

It should also be remembered that correctional musical Sessions should not be carried out on an empty stomach and no earlier than 2 hours after eating.

Strength or volume music needs to be adjusted carefully. Low volume should be chosen not only for soothing, but also for stimulating music. High volume is tiring and shocking nervous system.

After listening music need to rest for a while. This favors its complete effect on the unconscious, which does not disturb mental balance.

It is known that the unconscious is most active during sleep, while it is also susceptible to external impulses. Therefore, it is especially recommended for aggressive, restless, hyperactive children to use therapeutic music while sleeping.

It is advisable to use instrumental classical and special therapeutic music, but not vocal and not the most popular, because they carry an unnecessary semantic load. Choice musical works must be well thought out. It is much more complex than it might seem at first glance. It would seem obvious to use a calming, stimulating or cheerful music. However, everything is not so simple. A child in a state of excitement and confusion is unlikely to be deeply impressed by a solemn adagio; it will make him even more restless. On the other hand, when a depressed child hears a sad music, this can lift his mood.

Within a session musical therapy, you can and should use various active techniques, exercises and methods described above.

2.2. Practical exercises music therapy with preschool children

All classes are held in game form, the duration of classes does not exceed 10-12 minutes. The effectiveness of perception and assimilation of material is ensured by a single storyline for each lesson and frequent changes in types of activities. The following exercises are used in the classes:

Exercise "Play your mood" is a collective form of active music playing on noise instruments. During it, children learn to recite poetry, play in an ensemble, and also improvise their own small plays, embodying their mood and sound ideas in them.

Exercise "Scarf with magical stories" intended primarily for children with severe hyperactivity and attention deficit disorder. Such children require individual work, during which they learn to calm down and concentrate.

To carry out the exercise musical the manager turns on music, moves a large bright scarf over the child, while simultaneously telling a fantasy story ( For example, about the child with whom he is conducting the exercise). Wherein musical the leader invites the child to move voluntarily when the scarf "takes off" up or sway from side to side, and stop when the scarf goes down.

During the exercise, the teacher needs to synchronize moving and quiet episodes in the movements of the scarf, in music and history.

Correctly selected in terms of sound intensity and rhythm music will help the child organize his movements, enhancing the impression of the movements of the scarf and words music director.

Relaxation exercise "Sea bottom" intended primarily for children senior group. Musical material for the exercise - audio recording of the play "Moonlight" Claude Debussy (Claude Debussy).

Children are randomly placed in music hall. The teacher pronounces the text, coordinating it with the movement music: “Children, now we will plunge into the depths of the sea.

First let's check works is our breathing equipment under water: Inhale calmly, without tension, now exhale. Everything is in order with the equipment, so let's dive!

Take a calm, deep breath, and as you exhale, lower yourself to the very bottom. Around you there is only pure blue water. Now feel that you are sea waves that easily sway along with music. Multi-colored sea inhabitants are swimming around you - feel their presence, look carefully.

Suddenly the current changed! All the waves began to move, began to move, travel through the depths of the sea, meet new sea inhabitants... And now night has come. In complete darkness, the sea water shone - these are luminous microscopic algae, crustaceans, amazing jellyfish. The waves gradually calm down and settle to the bottom.”

After the exercise, children should be offered the same music draw images that arose in their imagination. After that musical the manager should analyze the children's drawings - colors, saturation, pencil pressure, and the like.

In this way, it is possible to identify hidden emotional tension, dissatisfaction, aggression in children and direct efforts to eliminate them during sessions music therapy.

The purpose of the exercise is relaxation and development of singing breathing. Musical material for exercise - Prelude in C major from "The Well-Tempered Clavier" Johann Sebastian Bach (Johann Sebastian Bach).

Musical The leader invites the children to plant an imaginary seed on palm. Children complete the task, accompanying "landing", saying the words "ding!", then take care that the grain sprouted:

warmed by the sun - the sound sings high "A".

Musical the leader continues to direct the children’s actions, gradually continuing story:

the seed began to grow - the children sing the sound "A" to a crescendo;

grew up big beautiful flower and opened the beautiful petals - the children, imagining the flower in their palms, smile and admire it;

the flower has a magnificent aroma - children slowly, deeply inhale through their noses and exhale through their mouths with a sound "Ha".

The value of this exercise is that it aligns emotional condition all children of the group, helps pupils with a weak nervous system get rid of emotional imbalance due to the fact that their psychophysical reactions lag behind the general rhythm of life of the group.

Exercise "Colored music» It is advisable to carry out when there is a need to evoke a certain mood in children.

The exercise contains elements of color therapy, namely, it involves the use various items a certain color.

Musical the accompaniment of the exercise and the color of the objects will depend on the mood that needs to be created. So, to calm the children down, musical the leader may invite them to create a dance improvisation to waltz music, using silk scarves in blue, light blue or green. Instead of encouraging children, you should include a rhythmic music in brisk pace , and as a prop, offer children ribbons or scarves in yellow or red.

The purpose of this exercise is:

normalize breathing;

relax your throat muscles.

How musical material for the exercise, you can use an audio recording "Morning" from the suite "Peer Gynt" Edvard Grieg (Edvard Grieg) or another calm one music(tempo - no more than 60-65 beats per minute, noise of the forest, birdsong, etc.

This exercise is best done with children after physical activity. Musical the manager turns on music and invites children to sit comfortably on the floor, close their eyes, imagine a sunny day and a green forest. The main element of the exercise is "forest" air in which children should calmly, with pleasure inhale and exhale air, imagining that they are in the forest and enjoying the clean forest air.

Movement exercises

1. "Walk through a fairytale forest"(N. Rimsky-Korsakov, Fevronia’s aria from the opera "The Tale of the Invisible City of Kitezh").

Walk at a slow pace, imagining the beautiful landscape around you and showing other children the splendor of nature with gestures.

2. "Holiday March"(N. Rimsky-Korsakov, introduction to the opera "The Tale of Tsar Saltan"). Imagine yourself going to a holiday. Walk with a confident, decisive step.

3. "Crouching Cat"(D. Pucini, "Waltz" from the opera "Bohemia"). Moving in a circle, walking on "once", every beat. The movements are smooth, the weight of the body is gradually transferred from one leg to the other.

4. "Fluttering Butterfly"(A. Dvorak, "Humoresque"). Light springy steps, with a wave of the arms depicting a butterfly.

5. "Admiring a Flower" (N. Chopin, Waltz No. 7) Children pass a flower in a circle for each measure of the waltz, admiring it.

Musical relaxation

These exercises are aimed at correcting the child’s psycho-emotional sphere and acquiring relaxation skills.

When performing these exercises, it is important to distract the child from traumatic experiences and help him with music to see all the beauty of the world. All exercises are commented by the teacher for a specific music, causing various emotions.

For example:

1. Exercise to activate vitality "Energy"(for hypoactive children, music by M. Ravel. Pavan; Bolero.

2. Exercise for relaxation, relieving irritability (for hyperactive children, music by D. Shostakovich from the film "Gadfly".

3. Exercise that creates an optimistic mood "The joy of life" music J. Bizet. Youth Symphony, dance music from operettas R. Strauss, I Kalman, F. Lehar.

4. Exercise that shapes your attitude towards the world "Beloved Mother" music F. Chopin. Nocturne.

5. Exercise to overcome feelings of shame and shyness. "I can do everything" music I. Brahms. IV Symphony. F. Leaf. Prelude. Etc.

CONCLUSION

Music therapy is a set of techniques and methods aimed at expanding and enriching the range of experiences and forming a worldview that helps a person to be healthy and happy. Rich feelings and high thoughts are the main components of this type of psychotherapy. The formation of a child’s rich emotional sphere is achieved by involving him in wide circle musical artistic experiences, the formation of a high order of thoughts.

When a child listens music, his body absorbs musical energy, and she normalizes work vital systems and organs. Therefore, a correctly selected melody has a beneficial effect on the child and his health.

A child is able to develop successfully and maintain health if traditional forms, methods and means of teaching and upbringing are combined with music therapy.

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Music therapy

Music therapy - as one of the most important methodological tools influencing the mental health of a child.

Research by famous scientists and teachers proves the possibility and necessity of developing a child’s memory, thinking, and imagination from a very early age.

The possibility is no exception early development children have musical abilities. There is data that confirms the influence of music on the developing fetus during a woman’s pregnancy and its positive effect on the entire human body in the future.

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. The immortal musical works of Mozart, Beethoven, Schubert, Tchaikovsky are capable of activating the body’s energy processes and directing them towards its physical recovery.

Nothing is impossible for real music! You just need to want to listen to her and be able to listen.

The emotional impact of harmonious sound combinations is enhanced many times over if a person has fine hearing sensitivity.

A developed ear for music places higher demands on what is offered to it. Heightened auditory perception colors emotional experiences in bright and deep colors. It is difficult to imagine a more favorable period for the development of musical abilities than childhood.

The development of musical taste and emotional responsiveness in childhood creates the foundation of a person’s musical culture, as part of his general spiritual culture in the future.

In recent years, there has been an active reform of the preschool education system: the network of alternative institutions is growing, new preschool education programs are appearing, and original methods are being developed. Against the background of these progressive changes, the development of the child’s emotional sphere is not always given enough attention.

Any teacher who has worked in the education system notices a sharp increase in children with various forms of behavioral disorders and various mental disorders. Simply put, the number of unhealthy children and children with psycho-emotional disorders is increasing every year. All this is facilitated by all kinds of programs that have an educational and disciplinary orientation; the “de-feeling” is facilitated by the technologization of life in which the child participates.

Being confined to televisions and computers, children began to communicate less with adults and peers, but communication greatly enriches the sensory sphere.

Modern children have become less responsive to the feelings of others. In kindergartens there are more and more children with pronounced hyperactivity, children with psychosomatic diseases. Any inappropriate behavior: laziness, negativism, aggression, isolation - all this is a defense against dislike. A child is able to develop successfully and maintain health only in conditions of psychological comfort and emotional well-being

Already in the works of the first generally recognized music theorist - the ancient Greek philosopher Pythagoras - we find a description of how music can influence a person’s emotional state. One of the most important concepts in the ethics of Pythagoras there was “eurythmy” - the ability to find the right rhythm in all manifestations of life - singing, playing, dancing, speech, gestures, thoughts, actions, in birth and death. By finding this correct rhythm, a person, considered as a kind of microcosm, could harmoniously enter first into the rhythm of polar harmony, and then connect to the cosmic rhythm of the world as a whole. From Pythagoras, a tradition began to compare social life with both a musical mode and a musical instrument.

Following Pythagoras, Aristotle believed that the ability of music to influence state of mind listeners is associated with the imitation of one or another character. Musical modes differ significantly from each other, so that when we listen to them, we have a different mood, and we do not have the same attitude towards each of them; So, for example, listening to other, less strict modes, we soften in our mood: other modes evoke a balanced mood in us.

Working in a kindergarten, you can observe a large number of children who cannot independently cope with the neuropsychic stress and overload they receive both in kindergarten and at home. This is what leads many children to various forms of deviant behavior. And teachers must solve these problems by all possible means. One such means is music therapy.

Music therapy is a method that uses music as a means of normalizing the emotional state, eliminating fears, movement and speech disorders, psychosomatic diseases, behavioral abnormalities, and communication difficulties.

The main and main tasks that define music therapy are the formation and development of musical and creative abilities, the expansion and development of the emotional sphere, teaching auto-relaxation through music, and the development of moral and communicative qualities.

Organizing music therapy classes requires the teacher and music director to have special psychological education, knowledge of the basics of general and clinical psychology, and to have a musical pedagogical education.

Music therapy focuses the teacher on cooperation with the child, on the integration of various types of artistic activities.

Therefore, music therapy, as a method of correction, is recommended to be used not only in music classes, but also in physical education classes, morning exercises, invigorating gymnastics after a nap, in leisure evenings, in speech development classes, visual arts, in everyday activities, independent games, etc.

Thus, each teacher can use these exercises in combination with other games and exercises, “construct” the necessary form of classes from individual compositions.

All elements of music therapy exercises make it possible to use them not only as a means of developing the musical and motor abilities of children in rhythm classes, but also as a game training of mental processes: attention, memory, will, creative imagination and fantasy, as well as a means of relaxation, switching attention or increasing psychophysical tone, etc., in the most various forms organizations pedagogical process in kindergarten.

If a teacher has a certain skill, he can relieve mental fatigue in a matter of minutes, invigorate, liberate, improve mood, and concentrate attention.

For example, in activities with high mental load and low mobility, you should use dance compositions as physical education minutes. The use of compositions based on fast, cheerful music allows you to cheer up children and activate their attention.

Music therapy classes are structured according to a specific pattern:

1.Warm up. Motor and rhythmic exercises.

2. Main part. Perception of music.

3.Musical relaxation. Autotraining.

In the lesson I include various types of musical activities for children: singing, listening, musical-rhythmic movements, playing musical instruments and, of course, elements of theatrical performance.

Material used in classes

in music therapy.

Dance, facial expressions, gesture, like music, are one of the oldest ways of expressing feelings and experiences. In addition to the fact that they relieve nervous and mental stress, they help the child quickly and easily establish friendly connections with other children in the group, the teacher, and this also gives a certain psychotherapeutic effect.

Movement exercises.

1. “Walk through a fairytale forest” (N. Rimsky-Korsakov, Fevronia’s aria from the opera “The Tale of the Invisible City of Pitezh”).

Steps at a slow pace, imagining a beautiful landscape around him and showing other children the splendor of nature with gestures.

2. “Festive March” (N. Rimsky-Korsakov, introduction to the opera “The Tale of Tsar Saltan”). Imagine yourself going to a holiday. Walk with a confident, decisive step.

3. “Crouching Cat” (D. Pucinni, Musetta’s Waltz from the opera “La Bohème”). Movements in a circle, stepping one step at a time, each beat. The movements are smooth, the weight of the body is gradually transferred from one leg to the other.

4. “Fluttering Butterfly” (A. Dvorak, humoresque). Light springy steps, with a wave of the arms depicting a butterfly.

5. “Admiring a Flower” (N. Chopin, Waltz No. 7) Children pass a flower in a circle for each measure of the waltz, admiring it.

6. “Driving by the nose”

Rhythmic exercises.

The main feature of musical-rhythmic exercises is the emphasis not so much on the external side of learning rhythmic movements, but on the analysis of internal processes: sensory, mental, emotional. Burenin’s rhythmic plasticity program is built on the development and training of mental processes, the development of perception, attention, thinking, and the ability to express various emotions in facial expressions and pantonemia. Children learn to control their own body, think outside the box, and psychological freedom. For music therapy, we can recommend musical and rhythmic compositions from “Rhythmic Mosaic”, “The Three Little Pigs”, “Circus Horses”, “Children and Nature”, “Two Rams”, “Dance while Sitting”.

Perception of music.

In order for music to have an effect on a child, he must be specially tuned and prepared for this. This setup involves sitting in a comfortable position, relaxing and focusing on the sounds of the music. Perceiving music is about learning to recognize emotions. Any music is always about feelings, emotions, experiences.

The topic “Mood, feelings in music”, which is included in the program “Musical Masterpieces” by O.P. Radynova, is very important for children to understand music as an art form that conveys mood and feeling.

For listening during music therapy and relaxation classes, we offer following topics: “Meditation” by S. Maykopov and “First Loss” by R. Schumann, “In Church” by P. Tchaikovsky, “Ave Maria” by I. Schubert, “Rush” by R. Schumann, “Separation” by M. Glinka, “Morning Prayer” P. Tchaikovsky, “Joke” by S.I. Bach, “Humoresque” by P. Tchaikovsky.

The titles of these works reflect the mood conveyed in the music. Children learn to understand feelings, distinguish shades of mood, learn to empathize, rejoice, and be charged with positive emotions.

It is no coincidence that physiologists equate physical and mental health, provided that the child is immersed in an atmosphere of emotional upliftment necessarily associated with positive emotions. And music is always only positive emotions.

Breathing exercises.

Any experience, and especially in children, be it joy or a fit of anger, ultimately ends in tension of some muscle group and with the help of breathing exercises you can ease this muscle tension.

Breathing exercises help relieve psycho-emotional stress and quickly and easily establish interpersonal relationships among children in a group. We give these exercises a figurative name, which improves the quality of the idea of ​​how they should be performed.

1. “Hello to the sun” - tonic breathing.

I. Slowly inhale into the stomach, chest and bronchi, gradually raise the elbows, and let the hands hang freely.

II. Exhale forcefully on the syllable “ha”, the hands unfold from the level of the face and are thrown upward, then the hands slowly lower.

2. “Not milked cow” - removes muscle tension at the level of the throat and neck.

Inhale simultaneously through the nose and mouth, then sing, hum any melody while exhaling through the nose, while lowering the lower jaw.

Finally, you can emphasize your exhalation by pushing out the remaining air with your abdominal muscles.

3. “A well-fed horse” - relaxation of the muscles of the face and head.

The exercise is based on simulating the prolonged snorting of a horse. When exhaling through your mouth, you should try to relax all the muscles of your face so that they vibrate freely under the influence of freely passing air.

4. “Scent of roses” - relaxing breath.

Imagine a large and beautiful bouquet of roses in front of you and inhale the imaginary aroma of flowers.

5. “Sleeping flower” - calming breathing in proportion 1+3. One quarter - inhale, three quarters - exhale. Mentally imagine yourself as a flower closing its petals into a bud at night.

6. “Parade of troops” - a staging with the aim of emotional release and activation of the tone in the cry.

Children line up imagining themselves as soldiers in a parade. They learn to respond to greetings with a strong three times “Hurray!”

Musical relaxation.

These exercises are aimed at correcting the child’s psycho-emotional sphere and acquiring relaxation skills.

When performing these exercises, it is important to distract the child from traumatic experiences and help him, with the help of music, see all the beauty of the world. All exercises are commented by the teacher accompanied by certain music, evoking various emotions.

For example:

1. Exercise to activate vital forces “Energy” (for hypoactive children), music. M. Ravel. Pavana; Bolero.

2. Exercise for relaxation, relieving irritability (for hyperactive children), music. D. Shostakovich from the film "The Gadfly".

3. Exercise that creates an optimistic mood “Joy of Life”music J. Bizet. Youth Symphony, dance music from operettas by R. Strauss, I Kalman, F. Lehár.

4. Exercise that shapes the attitude towards the world “Beloved Mother” of music. F. Chopin.Nocturne.

5. Exercise to overcome feelings of shame and shyness. “I can do everything” music. I. Brahms. IV Symphony. F. Leaf. Prelude. Etc.

Kolesova Irina Vasilievna

music director

The healing effects of music on humans were noticed many centuries ago. The ancient Greek healer Hippocrates used music to treat insomnia as well as epilepsy. In the modern world, music therapy methods are widely used in psychotherapy for the prevention and treatment of certain types of diseases.

Based on many years of research and observation, in 2003, music therapy was recognized by the Ministry of Health as official medicine. From birth, music accompanies every person everywhere. Music can make you cry or lift your spirits, cause fatigue, loss of strength, headaches, or, on the contrary, give you vigor and confidence.

Children are fragile creatures, whose unstable psyche is most susceptible to external factors. Problems in the family, discord among parents, fear of communication, anxiety, fears, a huge layer of information that the baby constantly receives - all this has a negative impact on the psycho-emotional state of the baby.

Parents often do not have time to educate the younger generation. If the mother is still working on the upbringing and development of the baby until 2-3 years old, then usually after 3 years the grandmother takes care of the baby or the baby is left to his own devices for a long time.

To occupy a child's attention, adults often provide uncontrolled access to television, as well as to the computer. The little man watches horror films and plays shooting games. His psyche has not yet fully adapted to the realities of adult life, so the child projects the aggressive behavior of movie characters onto himself and begins to behave aggressively.

Increased agitation, aggressiveness, irritability - all this interferes with the harmonious, creative development of a preschooler. Music therapy for children can be used to correct the psycho-emotional state of preschool children.

Currently, music therapy methods are actively used in preschool institutions. Parents can also use the positive effects of music at home. In order for music to heal and not cause additional harm to the baby, it is necessary to consult with a psychologist and together choose music for the child and for adult family members.

The concept of music therapy, its types

Music therapy is the purposeful use of music in all its manifestations and in any form for prevention, treatment, and psychological correction of a person’s psycho-emotional state. We use music recorded on a player or disk, as well as live music: singing, playing musical instruments.

In music therapy for preschoolers, two main forms are used: passive, sometimes called receptive, and active form. In active therapy with music, children take an active, direct part in using various musical instruments or singing.

Receptive music therapy for children is the process of perceiving music from various media. Music therapy can and should be used not only for treatment and psychocorrection of the individual, but also for the formation of moral and aesthetic standards of behavior in preschool children.

Study, perception of music as cultural heritage instills in humanity a love of music, thereby enriching inner world child. Music therapy as a method of influencing the child’s psyche uses music in the following areas:

• therapeutic, medical;
• pedagogical, educational;
• preventive direction that prevents the occurrence of stressful psycho-emotional diseases.

Therapy with music is divided into the following types, depending on the form and strength of the musical influence:

• according to the result achieved, according to the depth of impact - deep or superficial;
• on the organization of the process - individual or group;
• in interaction with a specialist - directive, that is, leading or non-directive, subordinating;

Music therapy in kindergarten is also used as an auxiliary, additional method for color therapy, fairy tale therapy and play psychotherapy kids. Only by using all types of gentle therapy in a comprehensive manner can various types of psychocorrection of preschool children be carried out more optimally and with better results.

Conducting music therapy

Music therapy sessions are conducted individually or in a group, depending on the psycho-emotional state of the preschooler. By individually working with the baby, the specialist achieves more complete contact, can more accurately determine the baby’s problem, and develop specific program therapy for the little man.

By passively listening to carefully selected music, the baby's emotional tension decreases and aggressiveness decreases. The preschooler's positive emotional state is restored and the feeling of anxiety decreases. Using psychology as component music therapy, a specialist corrects the child’s problems.

With an introverted, shy preschooler, individual lessons are first conducted to develop communication. The teacher and the child study music together: play musical instruments or learn songs. As communication skills develop in withdrawn, quiet children, toddlers need to be transferred to group classes.

The basis of any group classes is the active communication of children with peers, the formation of emotional communication, further development children's communication skills. The process of a music therapy group should proceed in a dynamic, active form.

Along with music, it is necessary to use all the expressiveness of other forms of art. The creative component of therapy activates all the baby’s senses, and the preschooler’s perception systems work more clearly. Children can express themselves, show their abilities, thereby building confidence in their abilities.

In order to integrate music therapy with other types of art, the teacher uses the following methods in his work:

• drawing, modeling from special dough or plasticine to music;
• mobile, active games using music;
• pantomime;
• preschoolers writing stories, fairy tales after listening to music, depicting their mood with the help of paints or dance;
• plastic dramatization using music, color therapy;
• choral or solo singing.

Dance is a form of social contact. Using dance improvisations, studying classical dancing, the teacher allows fidgets to express themselves more fully and get rid of negative emotions and feelings. The main thing in any dance is rhythmic movements. Preschool children often have problems with coordination of movements, which causes tightness and stiffness in the little ones.

Dancing to music helps to harmonize the emotional sphere of preschool children. Free, relaxed, smooth movements, the ability to convey music with the plasticity of the body helps to manifest emotional freedom. It is often easier for a child to express his feelings with movement than with words.

The child hears music throughout the day. The tasks of parents, educators, and teachers are to use music in doses, taking into account the mood of the children, the time of day, and the physical condition of the preschool children. So for a quick awakening in the morning, to create a cheerful, positive mood for music with a major mood, or use a cheerful children's song.

To help children calm down faster and fall into a daytime nap, they use classical melodic music. Often, before bedtime, children are allowed to listen to recorded sounds of nature: the rustling of leaves, the sound of rain, the singing of birds. Little fidgets calm down and relax. Children are relieved of emotional as well as physical stress.

Music therapy can be carried out at home, but it is necessary to follow the rules for conducting such therapy, tested and accepted by specialists. In children's institutions, the emphasis is mainly on group therapy, with the goal of developing the child's communication skills, involving him in communication, and inclusion in society.

• The room for passive therapy must be specially equipped. There should be no bright toys, objects, or turned on phones that distract the children’s attention. The lighting is artificial so that the baby can better perceive the therapeutic effects of the session.
• Corrective sessions are not carried out on an empty stomach, or immediately after eating. You need to wait about 2 hours after feeding the baby to start the session.
• The psychologist sets the duration of the session and the number of sessions per week, depending on the degree of necessary adjustment of the psycho-emotional state of the baby. Parents conducting such sessions at home must follow all the specialist’s recommendations.
• Before starting the lesson, the baby should relax and tune in to a positive mood. The baby should take a free, comfortable position. Armchairs, couches or just pillows on the covered floor - the baby should be comfortable during classes.
• You should not listen to a piece of music at full volume. This will only tire the restless person and cause aversion to therapy. Listening to music should be done in a low tone. It is useful for hyperactive, aggressive children to listen to calm melodies while sleeping.
• After the end of the session, you should not immediately force the child to run. The baby needs to rest. After all, music therapy is a treatment.

Music therapy is a treatment for children, so it should be taken seriously. You should definitely consult a psychologist and follow his recommendations. Only the joint activities of parents, educators, and psychologists can help a child correct problems in the psycho-emotional sphere.

Therapy sessions should be approached responsibly. It is not recommended to use the first melodies you come across, even if they are currently popular and are constantly heard on the radio. Classical music has the best effect.

Experts recommend using relaxing music with the sounds of nature, classical music, and cheerful children's songs for therapy. Among the entire range of recommended melodies, works by Mozart stand out in a special way. Mozart created not just great classical works. All his works are special.

All works of the great composer have a therapeutic, healing effect. Neurospecialists have studied the composer’s works for decades; it has been scientifically proven that Mozart’s musical compositions mobilize the capabilities of the human brain, facilitate its work, and increase the intellectual capabilities of the individual.

Scientists claim that Mozart’s works are useful for everyone: infants, pregnant women, sick children, students and adults. Listening to the composer's works relieves negative emotions and improves vitality. Students' memorization of the subject improves.

The effect of this influence is due to the fact that the works of the famous composer use an interval that completely coincides with the nature of the biocurrents of the brain.

Music therapy exercises

Any exercises of this type of therapy are based on the use of two components: the perception of music in motion and control of breathing. It is these components that mainly help reduce emotional as well as physical tension in children.

The therapeutic exercise consists of the following phases:

• diagnosing the psycho-emotional state of the baby, establishing contact with the child;
• selection of melodies that take into account the tasks of correction and the emotional state of the fidget;
• relieving emotional tension with the help of a dynamic, major melody;
• getting a little bit of a positive charge of emotions through relaxing melodies.

Pantomimes, games that reveal the mood of children while listening to melodies. Drawings showing what associations songs and musical works evoke. All classes should take place in a natural form, during play, so that preschoolers are more open and receptive to therapy.

Colleagues, we are publishing a poster presentation by a participant in the IX Summit of Psychologists, which will take place on May 31 - June 2 in St. Petersburg

Theoretical part " Theoretical aspects research on music therapy as a means of maintaining physical and psychological health"

Music therapy (or “music therapy”, literally “healing with music”, from the Latin musica “music” and the Greek therapeuein “to treat”) is a psychotherapeutic method based on the healing effect of music on psychological condition people, where music is used as a remedy. Music therapy refers to complex means of emotional and psychosensory influence.

The therapeutic effects of music have been known since ancient times. Let's take a short excursion into the history of musical healing, which has its roots far into the past. Music therapy is associated with the name of Apollo, the patron of the arts, and his son Asclepius, the patron of healing. Ancient medicine was closely connected with religion, philosophy, mythology and art, especially music. The ability to sing and play musical instruments was one of the responsibilities of a doctor. We find mention of the healing power of music in the works of ancient Greek scientists and philosophers. Plato suggested treating rheumatism by singing and playing musical instruments. Pythagoras argued that music helps a person maintain inner harmony. He owns the famous aphorism: “Music can heal the madness of people.” Aristotle believed that music influences liberation from emotional stress and psychological breakdown. Many thinkers have expressed their belief that music builds character and promotes mutual understanding.

Ancient doctors prescribed courses of music therapy for patients (Hippocrates). Avicenna asserted in the “Canon of Medical Science”: “Those suffering from melancholy must be entertained with music”; he believed that good singing calms pain, distracts from it and even lulls it to sleep. The great Homer described how the performance of melodic songs contributed to the healing of the wounds of heroes. In the Parthian kingdom in the 3rd century BC, specially selected melodies were used to treat melancholy, nervous disorders and heart pain. In the 19th century, the French psychiatrist Esquirol began using music therapy in psychiatric institutions.

Music therapy gained further popularity after the First World War. In the 1930s, the experience of military doctors was used by German therapists in the treatment of stomach ulcers, and Swiss ones in the treatment of mild forms of tuberculosis. Austrian obstetricians used music to relieve pain during childbirth. The use of music and sound as an anesthetic began to be used in dental and surgical practice. All this practice became the basis for the development of music therapy after the Second World War.

In general, doctors and psychologists were able to prove the general pattern of positive and negative effects of specific musical styles. In particular, house, hip-hop, punk rock, heavy rock, heavy metal, chanson, as well as the work of such artists as Marilyn Manson or Ozzy Osbourne were classified as “harmful” music. But the list of “useful” included almost all the works of the classics. Moreover, Mozart’s music is considered to be the most healing and extraordinary in its effects: neither fast nor slow, smooth, but not boring - this musical phenomenon even received its definition as the “Mozart effect.” It is no less useful to listen to children's and folk songs, which create a feeling of security and complete calm.

Music surrounds us everywhere, it is impossible to imagine our life without it. Music inspires and promotes flight of imagination. The day becomes full and joyful if we hear our favorite melody on the way to work. In the evening, your favorite musical compositions help you take your mind off the daily hustle and bustle. Yes, and who, like you and me, knows how a song helps to build and live.

Music can heal the soul and body. Calm melodies help get rid of stress, anxiety, fear; more energetic music increases tone and helps the body quickly awaken, especially in the morning, when it is so difficult to recover from a sweet morning sleep.

Music has a healing effect on the body born child. While in the womb, the child hears. And these first sounds have a strong impact on his emotional world. Already at 14 weeks, the fetus reacts to the rhythm of the melody and volume; it can already determine whether it likes the melody or not. There is an opinion that during pregnancy a woman should listen to classics and only classics. This is not entirely true. She needs to focus on her musical sympathies, on the music that will bring positive emotions.

Now scientific theories have emerged that music is inherent in the Universe at the atomic level. (String theory and vibration theory of the universe).

Is that why music affects us so much? Music therapy, which has come down to us from time immemorial in our turbulent, fast-paced age, is widely used in medical and pedagogical practice. Scientists, doctors and musicians from many countries are studying the effects of music of certain styles and trends on certain organs and the entire body as a whole. For example, doctors in Germany and Japan have established the healing effect of the music of Mozart and Beethoven on patients with stomach and duodenal ulcers, and Beethoven on patients with arthritis and rheumatism.

The main mechanisms of action of music therapy make this method the most individually effective for each person. On the one hand, music containing rhythm affects certain brain areas and activates or synchronizes the functioning of the brain as a whole. Since our body works in the mode of adjusting to the rhythmic organization outside world. By selecting pieces of music you can achieve the desired effect of relaxation or increased activity. Secondly, any music carries an individual marking, i.e. is associated personally for each person with some event, and accordingly has a certain meaning for us and evokes certain emotions.

Modern information superimposed on ancient knowledge, show that the sounds of various musical instruments have different effects on the human body: - The sound of percussion instruments can give a feeling of stability, confidence in the future, physically invigorate, and give a person strength. -Wind instruments influence the formation of the emotional sphere. Moreover, brass instruments instantly awaken a person from sleep, making him alert and active. -The intellectual sphere corresponds to the music performed keyboard instruments, especially piano. It is no coincidence that the sound of the piano is called the most mathematical music, and pianists are considered to be among the musical elite, who have clear thinking and a very good memory. -Stringed instruments directly affect the heart. They, especially violins, cellos and guitars, develop a sense of compassion in a person. -Vocal music affects the whole body, but most of all the throat.

Our breathing is rhythmic. Unless we are doing strenuous exercise or lying quietly, we usually take an average of 25-35 breaths per minute. Listening to fast, loud music after slow music can produce the effect described by Nietzsche: “My objections to Wagner's music are physiological. I find it difficult to breathe when his music affects me.” By slowing down the tempo of a piece of music, you can make your breathing deeper and calmer. Usually chants, modern orchestrations and folk music have this effect.

Body temperature also responds to music. Loud music with strong rhythms can raise the temperature by several degrees and warm us up in cold weather, while soft music can cool us down. As Igor Stravinsky noted: “The drums and bass act like a central heating system.”

The physiological effect of music on the human body is based on the fact that the nervous system and muscles have the ability to assimilate rhythm. Music, acting as a rhythmic stimulus, stimulates physiological processes that occur rhythmically in both the motor and autonomic spheres. Entering the cerebral cortex through the auditory analyzer, it spreads to the subcortical centers, the spinal cord and further to the autonomic nervous system and internal organs. Various studies have established the effect of musical stimuli on pulse and respiration depending on pitch, strength, sound and timbre. The frequency of breathing movements and heartbeats changes depending on the tempo and key of the musical work. For example, the cardiovascular system responds noticeably to music that provides pleasure and creates a pleasant mood. In this case, the pulse slows down, heart contractions increase, blood pressure decreases, and blood vessels dilate. With the irritating nature of the music, the heartbeat quickens and becomes weaker. Music also affects the neuroendocrine system, in particular the hormonal levels in the blood. Under its influence, muscle tone and motor activity can change. Through the influence of vibration of sounds, energy fields are created that cause every cell of the body to resonate. Thus, a kind of “musical energy” normalizes the rhythm of our breathing, pulse, pressure, temperature, and relieves muscle tension.

The fact is that each human organ has certain vibrations, that is, an individual sound “portrait”. These natural vibrations form a kind of melody, which can be heard and analyzed using special microphones. When the functioning of an organ is disrupted, its sound is also distorted.

The goal of music therapy is to restore the harmony of the body's sound palette. This happens both during normal listening and when music affects reflexogenic points and zones. The vibrations it causes directly improve the functioning of our body.

Certain elements of music have a direct impact on various systems of the human body :

• Rhythm . A correctly selected musical rhythm, by normalizing biological rhythms, promotes the correct redistribution of energy, harmony, and good health. If the sound of the rhythm of the music is less frequent than the rhythm of the pulse, then the melody will have a relaxing effect on the body, soft rhythms are calming, and if they are faster than the pulse, an exciting effect occurs, while fast pulsating rhythms can cause negative emotions.
• Key. Minor keys have a depressive, overwhelming effect. Major ones - lift your spirits, put you in a good mood, increase blood pressure and muscle tone.
• Frequency . High-frequency sounds (3000-8000 Hz and above) cause resonance in the brain, adversely affecting cognitive processes. A prolonged and loud sound can generally lead to complete exhaustion of the body. Mid-range sounds (750-3000 Hz) stimulate cardiac activity, breathing and emotional background. Low frequencies (125-750 Hz) affect physical movement, causing tension and even spasms in the muscles. Music with low vibrations makes it difficult to concentrate or calm down.
• Also very important are characteristics such as dissonances - a disharmonious combination of sounds - they excite, irritate, and consonances - a harmonious combination of sounds - they, on the contrary, calm, create a pleasant feeling. For example, rock music is characterized by frequent dissonance, irregular rhythms, and lack of form. It affects ultra- and infrasounds, we do not hear them, but our organs perceive them, and this can have a destructive effect on the brain according to the “25th frame” principle.

Music therapy refers to complex means of emotional and psychosensory influence.

There are three main directions of the therapeutic effect of music therapy:

• emotional activation;
• regulatory influence on psycho-vegetative processes;
• increasing aesthetic needs.

Music…. When we hear this word, something different sounds in our imagination. But, of course, this is always the melody that gives us strength, charges us with energy and positivity.

The following forms of music therapy are distinguished:

• active (motor improvisations accompanied by verbal commentary corresponding to the nature of the music);
• passive (listening to stimulating, soothing or stabilizing music specifically or as a background).

Music therapy is one of the promising areas in the life of preschool educational institutions. It helps to correct the psychophysical health of children in the process of their life.

In kindergarten, children need music throughout the day. This does not mean that it should sound continuously and loudly. Children should listen to music in doses, depending on the time of day, type of activity, and even the children’s mood. To relax, relieve emotional and physical stress, and for a pleasant immersion in daytime sleep, you need to take advantage of the beneficial influence of melodic classical and modern relaxing music filled with the sounds of nature (the rustling of leaves, the voices of birds, the chirping of insects, the sound of sea waves and the cry of dolphins, the babbling of a brook). Children calm down and relax on a subconscious level.

Teachers should pay special attention to the musical reflex awakening of children after a nap. This technique was developed by N. Efimenko as opposed to the standard awakening of children by the loud command of the teacher “Rise!” For this purpose, quiet, gentle, light, joyful music is used.

A small composition should be kept constant for about a month so that the baby develops a waking up reflex. Hearing the sound of familiar music, it will be easier and calmer for children to move from a state of complete rest to active activity. In addition, you can perform sets of exercises to the music without getting your children out of bed.

Music therapy focuses the teacher on cooperation with the child, on the integration of various types of artistic activities. Therefore, it is recommended to use it not only music lessons, but also in all types of activities. All elements of music therapy exercises make it possible to use them not only as a means of developing the musical and motor abilities of children, but also as a game training of mental processes: attention, memory, will, creative imagination and fantasy, as well as a means of relaxation, switching attention or increasing psychophysical tone, in a variety of forms of organizing the pedagogical process in kindergarten.

Based on the above, the conclusion follows: with the help of music therapy, emotions can be modeled; lift your mood, reduce anxiety; in unbalanced children to form feelings of inner peace, joy, positive emotions; desire to communicate with each other. Performing routine moments using music therapy instills relaxation skills, develops moral and communicative qualities, and creates a positive emotional background.

Practical part: Experimental activity “Musical accompaniment of regime moments in preschool educational institutions as a method of maintaining physical and psychological health”

Among the psychological problems of the 21st century, a special place has been occupied by the problem of preserving and restoring the psycho-emotional sphere of children, the so-called psychological health. Recently, there has been a sharp increase in the number of children with in different forms disorders of the psycho-emotional sphere. More and more children with pronounced hyperactivity and psychosomatic diseases are coming to preschool institutions; Children are sometimes withdrawn, anxious, and shy.

In kindergarten, a child lives a third of his preschool life. And this life is organized by the employees of the preschool educational institution. And the health status of children depends to a large extent on how it is organized. Preschool teachers create a developmental environment for children, organize their cognitive and productive activities, and determine a model of educational work.

An analysis of specialized literature and the work experience of modern educational psychologists has shown that the problem of psychological health is quite relevant and is considered from different angles.

The term “psychological health” itself was first introduced into the scientific lexicon by I.V. Dubrovina, who understands by this aspects of mental health that relate to the individual as a whole and are in close connection with highest manifestations human spirit. It is necessary to distinguish between the concepts of “mental” and “psychological” health - a norm is a certain image that serves as a guideline for organizing the pedagogical conditions for its achievement. The alternative to normal in the case of mental health is illness. The alternative to the norm in the case of psychological health is not a disease at all, but the lack of opportunity for development in the process of life, the inability to fulfill one’s life tasks.

The topic of psychological health, in my opinion, is considered more deeply and substantively in the studies of psychologists such as O.V. Khukhlaeva, O.E. Khukhlaev and I.M. Pervushina. They identified the “key” word for describing psychological health as the word harmony, or balance. First of all, this is harmony between the various aspects of a person himself: emotional and intellectual, physical and mental, etc., but it is also harmony between a person and the people around him, nature, space, where harmony itself is considered not as a static state, but as life process.

Psychological health, in general, refers to a person’s ability to adapt to various social conditions, the ability to cope with difficulties in complex and unfamiliar situations without significant damage to the psyche, behave adequately in them, be confident in yourself; the ability to control your emotions, yourself and be aware of your emotional state and constructively resolve conflicts.

The psychological health of a child is a special reserve of mental strength, stable adaptation to the environment, the presence of a reserve of strength to overcome stressful situations, and an active creative attitude to reality.

Today, preserving and strengthening the health of children is one of the main strategic objectives of the country. Since physical health forms an inextricable unity with mental health and emotional well-being, the ways to achieve it cannot be reduced to narrow medical and narrow pedagogical measures. The entire organization of a child’s life in a preschool educational institution and the organization of life in the family should have a health-improving focus.

Forming an attitude towards health as the main value in life, promoting health, ensuring a complete education, harmonious formation and development of preschool children are the most important social tasks of our society. Forming the Foundations healthy image life from a very early age is the main task in educational institutions.

Recently, there has been an active reform of the preschool education system: the network of alternative preschool institutions is growing, new preschool education programs are appearing, and original ones are being developed. teaching materials. Against the backdrop of these progressive changes, sufficient attention is always paid to promoting health and creating the foundations of a healthy lifestyle.

It is known that preschool age is decisive in the formation of the foundation of physical and mental health. After all, it is up to the age of 7 that a person goes through a huge developmental path that is unique throughout his subsequent life. It is during this period that there is intensive development of organs and the formation of functional systems of the body, the basic personality traits are laid, character and attitude towards oneself and others are formed.

Analyzing the basics of psychocorrectional work with children, many scientists note that in preschool age one of the most effective methods is music therapy. Music therapy is widely used in many countries around the world for the treatment and prevention of a wide range of disorders, including emotional instability. Music therapy is based on the selection of the necessary melodies and sounds, with the help of which you can have a positive effect on the human body. This contributes to overall health, improved well-being, improved mood, and improved performance. This method makes it possible to use music as a means of ensuring the harmonization of the child’s condition: relieving tension, fatigue, increasing emotional tone, correcting deviations in the child’s personal development and psycho-emotional state, and can also relieve mental fatigue in a matter of minutes, invigorate, liberate, improve mood, concentrate attention. For example, in classes with high mental load and low mobility, dance compositions should be used as physical education minutes. The use of compositions based on fast, cheerful music allows you to cheer up children and activate their attention.

Today, modern scientists identify musical works that have a positive effect on the emotional state of a child.

So, for example: - to reduce feelings of anxiety and uncertainty, it is recommended to listen to the music of F. Chopin: “Mazurkas”, “Preludes”, “Impromptu”; as well as “Waltzes” by I. Strauss; “Melody” by A. Rubinstein; - to reduce irritability - “Moonlight Sonata” by L. Beethoven, “Dreams” by R. Schumann, music by A. Vivaldi and W. A. ​​Mozart; - for general calm - “Lullabies” by J. Brahms, “Ave Maria” by F. Schubert; “Barcarolle”, “Sentimental Waltz” by P.I. Tchaikovsky (see Appendix 3).

Unfortunately, musical activity in kindergarten, it is often limited to traditional types of organization of children. I would like the music not to end at the threshold of the music room, but to sound throughout the day, enriching the child’s emotional sphere with new impressions.

Studying the works of S. Fadeeva, S. Bogdanova, I. Starodubtseva, I came to the conclusion that it is background music that can become an accompanying element of a child’s life in kindergarten.

This year, our teaching staff introduced one innovative aspect into the daily life of senior preschoolers. Musical accompaniment for special moments. In particular, accompaniment of meals: breakfast, lunch and dinner, since the scheduled moment of eating plays a special role in preserving the health of children. Children's nutrition should be complete, balanced and sufficient.

The start of the work was preceded by a preparatory stage, during which pedagogical, musicological, psychological, and aesthetic literature on the problem under study was studied and analyzed. The purpose, object, subject and tasks of our work were determined.

During the preparatory stage:

• The conditions of the conditions for the use of background music in routine moments in kindergarten were analyzed.
• The professional capabilities of teachers were explored in preparing them to use new forms of musical accompaniment of children's activities during the day.
• Using methods of observation, questioning, and conversation, it became clear that the teaching staff was ready to accept my hypothesis and needed theoretical and practical training. Therefore, I planned consultations on the topics “Selection of musical repertoire and its planning”, “Theoretical aspects of music therapy research”.

It must be admitted that the project aroused great interest among teachers.

Thus, having received the initial premises during preparatory work, we began the experimental part of our study to identify the level of influence of musical accompaniments of regime moments on emotional well-being children and their physical and mental health.

The research site was the school preparatory group of the Municipal Preschool Educational Institution “Kindergarten for Care and Health No. 108” in Saratov.

Experimental work began in December 2012 and continues to this day.

To increase the emotional background and positive attitude towards eating, a certain melody is played for children immediately before the meal: “Breakfast”, “Lunch”, “Dinner” - performer - Irina Levina, Saratov (see additional materials). These melodies help increase appetite, which leads to proper functioning of the gastrointestinal tract, better absorption of nutrients, which in turn has a positive effect on physical health. Psychological well-being is achieved through the positive influence of musical accompaniment on the change of children's activities.

Our research hypothesis:

The targeted use of music therapy increases the level of development of the emotional sphere of older preschool children, helps create a positive emotional climate in preschool groups, and strengthens the physical and psychological health of children.

Purpose of the study:

To theoretically substantiate and experimentally prove the effectiveness of the music therapy method on the physical and psychological development of children of senior preschool age.

The formulated goal determined Research objectives:

• consider the essence of psychological health;
• show music as a means of emotional well-being for preschoolers;
• study and analyze the proposed material on music therapy for children of senior preschool age;
• to experimentally test the effectiveness of introducing music therapy in special moments of a preschool educational institution

Object of study: Music therapy in the work of preschool educational institutions

Subject of study: Physical and psychological health of preschool children.

To solve the research objectives, various psychological and pedagogical methods were used:

• monitoring children when changing activities;
• conversations and consultations with parents and educators;
• surveying teachers and parents to identify the level of knowledge in matters of physical and psychological education;
• holding parent meetings on the topic of research;
• diagnostics of the level of physical fitness and development of children;
• diagnostics of psychological health of preschool children.

The main criteria for the psychological health of children include:

• level of adaptation to social conditions;
• features of interaction with peers;
• general emotional well-being;
• anxiety level;
• the presence or absence of destructive intrapersonal conflict.

Based on these criteria, a diagnostic complex was developed:

• Level of development of children's communicative activity (Lisina M.I.)
• Anxiety level (R. Tamml, M. Dorki, F. Amen)
• Diagnosis of mental conditions. (Color drawing test A.O. Prokhorov, G.N. Gening)
• Personality properties - survey of parents, children and teachers (adapted)
• Self-esteem (Ladder)
• Sociometry (Two Houses)
• Determination of the psychological climate in the group (L.N. Lutoshkina) (see Appendix 1)

Research stages:

Stage 1 – ascertaining – to determine the primary level of physical and psychological health of children; Emotional climate in the group.

Stage 2 – formative – to develop and test a system of work on musical accompaniment of routine moments for older preschoolers.

Stage 3 – control – analysis of the work carried out to improve physical and psychological health through music in older preschoolers.

Thus, the formative stage of the experiment confirmed the effectiveness of the measures we developed to improve the health of children of senior preschool age by creating a positive emotional climate in the group, implemented in the process of musical accompaniment of routine moments. Musical accompaniment of routine moments, when properly organized and presented to a preschooler, really contributes to his comprehensive development - both physical and psychological.

A comparative analysis of the results of the final control section of the ascertaining and formative experiments clearly demonstrated the positive dynamics in physical development, psychological health of children and emotional climate preparatory group. The diagnostic result was characterized by high scores. (see Appendix 2)

Thus, it must be stated that music therapy is an effective means of achieving positive changes in the physical and psychological health of children of senior preschool age.

Music helped relieve neuropsychic tension in the process Everyday life at the preschool educational institution. The children were charged with positive emotions and were taught relaxation skills with the help of music, which contributed to the correction of the psycho-emotional sphere.

The positive changes that occurred during the formative stage of the experiment allow us to recognize the experimental work as quite successful.

This type of activity contributed to:

• Creating a favorable emotional background, psychological comfort and preserving the health of children.
• Development of imagination, creative perception.
• Creating new conditions for the educational environment that allow the use of background music throughout the day.

The use of music in routine moments not only helps to lift the mood, optimize the activity of all body systems, improve the functioning of higher nervous processes, but also makes it possible to increase the efficiency of the educational work of the kindergarten.

Regular use of music during routine moments leads to the fact (and I consider this one of the results) that children, independently reacting to a change in melody, determine the moment of transition from one type of activity to another. For example, eating, falling asleep, getting up, relaxation, etc. In this case, attention switches to a stimulus that is pleasant for auditory perception and a state of psychological comfort is achieved.

It was also important for us to evaluate: not only the role of background music, but also how interested teachers and parents were in this work? Did it bring the desired results?

Teachers, studying the educational process, appreciated the role of my innovative idea and came to the conclusion that:

• Not only training and upbringing are of great importance, but the psychological environment in which the child is located.
• Background music is indispensable when switching children's attention to a change in activity, while studying difficult educational material, to prevent fatigue and exhaustion.
• The psychological and physical release that occurs while listening to background music serves to create emotional comfort throughout the day.

Effectiveness of the work performed:

1. Improving the quality of the educational process, as evidenced by the results of diagnostics of the implementation of the kindergarten program.
2. Music has become not a rare guest, but a constant companion in the life of a child in kindergarten.
3. The practice of teachers includes such innovative methods and techniques for using music as musical minutes, background music, musical accompaniment of routine moments, relaxation sessions with musical accompaniment.

The theoretical significance of this work lies in the study of a new method of health conservation and the determination of pedagogical conditions that ensure efficient use music therapy in maintaining the physical and psychological health of children of senior preschool age.

Practical significance is determined by the introduction of new health-saving technologies. A system for accompanying routine moments using music therapy has been developed. This makes it possible for kindergarten teachers to widely use the developed system in their practice of working with children of senior preschool age.

Future prospects: Expand teachers’ understanding of the correctional capabilities of the music therapy method. In the near future, it is planned to introduce children to the group in the morning to sunny major-key classical music, good songs with good lyrics. After all, every day a child suffers, even if unnoticeable, trauma - a situation of separation from home and parents. Therefore, one of the health-improving and preventive tasks of preschool educational institutions should be the creation of optimal conditions for the daily reception of children in their second home - a kindergarten. And music in this regard will help provide an invaluable service.

Practical work: Watching videos. Musical accompaniment of routine moments in a school preparatory group. "Breakfast. Dinner. Dinner" - download additional materials

Master class for parents of preschool children "Music therapy in the health care system"