Musical examples of the comprehensive development of the child. "Music as a means of comprehensive development of a child"

Music is the art of direct and strong emotional impact, which is not comparable to the development of human creativity, especially in preschool age. Music is one of the types of art. Like painting, theater, poetry, it is an artistic reflection of life. Music serves as mutual understanding of people, awakens and supports the feelings of kinship, embodies public ideals, helps everyone gaining the meaning of life, first of all, its amazing opportunity to display the experiences of people in different moments of life. People rejoice - it is poured into the solemn joyful sounds of music; Man flaruses - sad sounds help express grief. Music accompanies and affects and forms the identity of the child all his life.

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"Music - as a means of comprehensive

Child development "

Concertremister

Teacher

Turkina E.E.

Introduction ............................................................................3

1. Manifestation of musicality in early childhood ...... 5

2. The effect of music on the moral appearance of the child

And his intellectual development .............................9

3. Tasks of musical education, formation

Personality ............................................................... .... 10

Conclusion ............................................................... ... ... .12

Introduction

"The influence of music on children is beneficial, and the sooner they begin to experience it on themselves, the better for them."

V.G. Belinsky

Music is the art of direct and strong emotional impact, which is not comparable to the development of human creativity, especially in preschool age. Music is one of the types of art. Like painting, theater, poetry, it is an artistic reflection of life. Music serves as mutual understanding of people, awakens and supports the feelings of kinship, embodies public ideals, helps everyone gaining the meaning of life, first of all, its amazing opportunity to display the experiences of people in different moments of life. People rejoice - it is poured into the solemn joyful sounds of music; Man flaruses - sad sounds help express grief. Music accompanies and affects and forms the identity of the child all his life.

The influence of music is not able to influence all listeners with one force. Each child shows his interest and passion for music, prefers to any musical genre, favorite works, having a certain experience of the hearing. As you learn to read, write, draw, so you need to learn to learn, evaluate the music, carefully listen, to celebrate the dynamic development of images, a clash and struggle of the checksums and their completion. The perception of the listener should follow the whole course of the development of music. We must learn to comprehend this "beautiful peculiar language." The musical taste is gradually produced, the need for constant communication with music, artistic experiences becomes more subtle and diverse.

In our age of heyday of technical means, computers, literally fabulous miracles of technology, music received an incredible sound. Music sounds on radio, television, at concerts - listeners are different agents: young people, children, schoolchildren, old people, adults, and at all music affects not the same, forming a person's personality.

Children, they are so susceptible. The child perceives the maternal song along with her being, in its way. And the voice of the mother, singing a lullaby song remains in memory forever. And the song is this melodic, soulful. Music for the child is a world of joyful experiences. To open the door to this world in front of him, it is necessary to develop his abilities, and, above all, musical hearing and emotional responsiveness. Otherwise, the musical effect does not fulfill its educational functions. In early childhood, the baby allocates music from the surrounding sounds, noise. He focuses on the heard melodies, freezes for some time, listens, reacts with a smile, consistent, separate movements, shows a "complex of revival".

Children older are able to comprehend some ties between phenomena, to make the simplest generalizations - to determine, for example, the nature of the music; Call signs that played play can be considered a cheerful, joyful, calm or sad. They are clear and requirements: how to sing various in the nature of the song, how to move in a calm round dance or in a movable dance. By six seven years, the initial appearance of art taste is observed - the ability to evaluate works and their execution. And in order to learn to understand the beautiful in art and in life, it is necessary to go through the long way of accumulating elementary aesthetic impressions, visual and auditory sensations, it is necessary to determine the development of emotional and cognitive processes. The process of the influence of music is personally. The creativity of each child is unique, therefore close attention is required to the individual characteristics of children. This must be taken into account every teacher.

1. Manifestation of musicality in early childhood

The great Soviet composer D.D.Shostakovich noted "in the mountain and joy, in labor and on vacation - music is always with a person. She so fully and hugely entered the time that she was taken as something proper, as the air, which breathing without thinking, not noticing ... As far as the world would be the world, having lost the beautiful peculiar language to help people better understand each other. " Amateurs and music connoisseurs are not born, the composer emphasized, and become. These words D. Shostakovich about the huge meaning of education in the man of love for music, the ability to perceive it. And the sooner the music will enter the life of a person, the deeper and more precisely, this art will take place in his soul. All that the child receives during the preschool childhood, largely determines what he brings society in the future. It is in this early course of life that the foundations of a variety of qualities and properties in the formation of the child's personality, its interests and abilities are laid. Psychologists note, most acquired during this period, is assimilated exclusively quickly, and is remembered for many years, sometimes until the end of life.

It is already known that earlier many other human abilities are revealed musical abilities. Two main indicators of musicality - emotional responsiveness and musical hearing, manifest in the first months of the child's life. Baby is able to emotionally respond to fun or calm music. It focuses, subsides if he hears the sounds of a lullaby. When the fun, dance melody is distributed, the expression of his face is changing, movements are revived. Studies have been established: the child is able to distinguish between their heights in the first months of his life. This fact is especially obvious, those who have become professional musicians. Amazing abilities showed Mozart at four years: he played the organ, a violin at five years old, created the first essays.

The purpose of the influence of music on the upbringing of children is an introduction to musical culture as a whole. The influence of music on the formation of the child's personality, the development of creative activities of children is very large. Music, like any art, can affect the comprehensive development of the child's personality, prompted to morally aesthetic experiences, lead to the conversion of the surrounding, to active thinking. The general musical education must meet the basic requirements: to be universal, covering all children and comprehensive, harmoniously developing all parties to form a child's personality. Often adults ask a question: "Do I need to attach a child to music if he does not have bright manifestations?" Answer: Positive. The conclusions about the child's musicality can be made only after it gets the right and appropriate musical education and training. The musical experience of children is still very simple, but it can be quite diverse. Almost all types of musical activity in the most initial foundations are available to children and with the correct formulation of education ensure the versatility of their musical and general development. Through the education of aesthetic attitude to the surrounding life, through the development of abilities, the development of emotionally empathize the feelings and thoughts expressed in the works, the child enters the image, believes and the imaginary situation itself acts. The influence of music encourages him to the wonderful ability to rejoice at others, worrying for someone else's fate as his own. The child, communicating with music, develops comprehensively, the physical appearance of the child is improved, harmonic ties are established. In the process of singing, not only the musical hearing is developing, but also a singing voice, but, therefore, the voice motor vehicle. Music - rhythmic movements encourage correct posture, coordination of movements, their flexibility and plasticity. The child is able to feel the character, the mood of the musical work, to empathize with the heard, to show an emotional attitude, to understand the musical image, notice good and bad, thereby coming to various types of artistic activities. Children are also able to listen, compare, evaluate the most vivid and understandable musical phenomena.

Music is perceived by an auditory receptor, affects the overall condition of the whole body of the child, causes reactions associated with changes in blood circulation, breathing. V.M. Bekhterev, emphasizing this feature, proved that if establishing the mechanisms of the influence of music on the body, then you can call or weaken the excitement. P.N. Zanohin, who studied the influence of the major and minor incense, the condition of the child's body, concludes that the skillful use of melodic, rhythmic and other music components helps and forms the identity of the child during work and during rest.

Scientific data on the physiological features of musical perception give the materialistic substantiation of the role of music in the education of the child.

Singing develops a voice apparatus, strengthens voice ligaments, improves the speech of the child (teachers - speech therapists use singing in the treatment of stuttering), which contributes to the development of vocal - hearing coordination. The correct pose of singing children regulates and deepens the breath of the child.

Classes of musical and rhythmic exercises are based on the relationship between music and movement, such exercises improve the child's posture, coordination of movements, the child has a clarity of walking and ease of running. The dynamics and the tempo of the musical work are present and when driving, respectively, the child changes the speed, the degree of voltage, the amplitude of the direction.

On the role of music in everyday life I want to emphasize especially. The musical education of the child's personality is particularly carried out on holidays and entertainment. Entertainment is an important means of deepening comprehensive development and the formation of the identity of preschool children, contributes to the manifestation of the positive qualities of the child's personality, increases the interest, the activity of children to everything that is offered to them, also helps to create a joyful atmosphere, contributes to the formation of positive qualities, emotions, expands the sphere of their feelings , comes to collective experiences, develops the initiative, creative fiction. Systematically conducted entertainment in kindergarten enrich the child's life, contribute to more complete and harmonious development.

2. The effect of music on the moral appearance of the child and its intellectual development

The influence of music directly affects the feeling of the child, forms its moral appearance. The impact of music is sometimes stronger than persuasion or instructions. Introducing children with works of various emotional educational content, we encourage them to empathy. The song about his native land encourages a sense of love for his homeland. Horics, songs, dances of different nations are of interest to their customs, bring up international feelings. The genre wealth of music helps to perceive the heroic images and lyrical mood, cheerful humor and perky dances. A variety of feelings arising from the perception of music enriches the experiences of children, their spiritual world.

The solution of educational tasks largely contributes collective singing, dancing, games, when children are covered by common experiences. Singing requires participants in uniform efforts. Common experiences create beneficial grounds for individual development. An example of comrades. General inspiration, the joy of execution is activated by timid, indecisive children. For spoiled attention, the change in self-confident, successful performance of other children serves as a certain brake of negative manifestations. Such a child can offer to assist comrades, thus raising modesty and at the same time developing individual abilities. Music classes affect the total culture of the behavior of the preschooler. Alternation of various occupations, activities (singing, listening to music, games on children's musical instruments, movements to music, etc.) requires attention from children attention, intelligence, speed of reaction, organization, manifestation of volitional efforts: by performing a song - start and start and start and finish it; In dancing, games - to be able to act, obeying the music, keeping the impulsive desire to run faster, to overtake someone. All this improves brake processes, affects the will of the child.

Thus, the musical activity affects and creates the necessary conditions for the formation of the moral qualities of the identity of the child, lays the initial foundations of the overall culture of the future person. Music perception is closely related to mental processes, i.e. requires attention, observation, intelligence. Children listen to sound, compare similar and different sounds, get acquainted with their expressive meaning, distinguish the characteristic semantic features of artistic images, learn to understand the structure of the work. Responding to a teacher's questions, after the work has szed, the child makes the first generalizations and comparisons: determines the general character of the play.

3. Objectives of musical education, personality formation

The main task of the formation of the identity of the child is the comprehensive and harmonious development of the child. This task is performed by musical education. N.K. Krupskaya characterizes the importance of art in the education of the child's personality: "It is necessary to help your child through art deeper to his thoughts and feelings, clear and deeper to feel ..." Pedagogy, relying on these provisions, determines the concept of musical education and development.

The musical education of the child is a targeted formation of a child's personality by exposure to musical art, the formation of interests, needs, aesthetic attitude to music. The musical development of the child is the result of the formation of the identity of the child in the process of active musical activity.

Tasks of musical education, The formation of the identity of the child is subordinated to the common goal of the comprehensive and harmonious education of the child's personality and are built, taking into account the originality of musical art and age features. List tasks:

1. To educate love for music. This task is solved by developing susceptibility, musical hearing who help the child is acute to feel and comprehend the content of the heard musical works.

2. To summarize the musical impressions of children, acquaint them with a variety of musical works.

3. To acquaint children with elements of musical concepts, teach the simplest practical skills in all kinds of musical activities, the sincerity of the execution of musical works.

4. Develop emotional responsiveness, sensory abilities, a sense of rhythm, form a singing voice and expressiveness of movements.

5. Promote the emergence and initial manifestation of musical taste based on the experience gained and ideas about music, first forming the visual, and then the estimated attitude towards the musical works.

6. Develop creative activity in all types of musical activities available to children: transfers of characteristic images in games and rounds, the use of learned dance movements, improvisation of small songs, speakers, develop the initiative and the desire to use the learned material in everyday life, musitizing, singing and dance.

Conclusion

Music education is essential in the aesthetic and moral formation and formation of the identity of the child. Means of musicality children join cultural life, get acquainted with important public events. In the process of perception of music in children, cognitive interest is developing, aesthetic taste, the horizons are expanding.

The theory and practice of musical education in children's educational institutions showed that these tasks were fulfilled under certain conditions. First of all, the process of musical education should be guided by the teacher, ideologous and professionally trained, creative in their pedagogical quest, which owns art and loving his pupils.

Musical development is very important for any child. And it does not mean at all that it is necessary to raise a brilliant musician from the baby from the diaper, but to teach him to listen, understand the music, enjoy it - in our power. When is it worth starting musical development and what should it be concluded?

Music development contributes to the integral formation of the child's personality. During listening to music, the central nervous system, the muscular apparatus is developing, the process of socialization is facilitated, artistic thinking is developing, a feeling of beautiful.

From birth to 2 years

As you know, the auditory perception (not as an example of visual) by the time the appearance of crumbs into light is very good formed. While in the tummy at Mom, Kroch hears her voice. The child repeats the speech of people, animal sounds. Non-fat nature (knock knock, for example) it is not at all interested. The researchers have noted that all children of the world are the same, regardless of what language sounds around. Turning to the rattles, it is worth noting that they produce a variety of sounds - deaf, crackling, like maracas, or bell, like a bell. When buying them, try to pick up as a larger spectrum of sound. Suggest the baby to compare the sounds of different rattles, currently in the market of children's goods a large niche occupy electronic musical toys (mobile, musical mats, electronic piano, etc.). It is important that the reproducible music be recognizable and good quality. It is also worth the fact that to extract the sound (melodies), the baby will need to perform an action - hit the key, turn the lever, touch the toy, etc. This will contribute to the formation of causal relationships at the level "reaction - Istimul", thereby developing the bark of the brain.

A completely small child you intuitively offer calm lullabies before bedtime, perky and rhythmic songs during wakefulness. You can offer a two-year-old baby to choose how the option from the proposed musical passages is more suitable, for example, for charging. Explain what the expression is "doing under the music". Children will understand its meaning perfectly, if you do not hesitate to exaggerately seriously depict the margins for the music of the Grieg. Was it? Not. For this music movement must be smooth and measured. Of course, you can use cartoons songs from cartoons. But do not be lazy to make a variety. Children are very well perceived by "soft" jazz compositions (with an easily traceable main theme). It is successfully offered to sleep before the departure. For example, they will suit such works as "Summertime" by J. Ger-Svina, "Osanna", almost any product of Weber. From the repertoire of classical music, you can dwell on "to the Elise" and the 14th Sonate (Lunny) Beethoven, Waltza Griboyedov, Glinka Nok Turna, "Per Günta" Migra, Elegy.

For active pastime, take Italian Polka and the 14th concert of Rachmaninov, Turkish Rondo Mozart, Waltz Khachaturian to the Masquerade drama, a joke from the Baha orchestral suite. Now there are a great many thematic CDs with records of musical works arranged for kids. These are options for popular works without difficult for children's ear of chords and the second topics. Almost one melody sounds. At any age, a person is pleasant and useful to listen to records of the sounds of nature - the murmur stream, the raging sea, rustling rain ... But do not forget the immutable rule - talk to the child that he heard. Ask the baby, I liked it, what he thought during listening, what feelings were worried. After all, it may be that he has unpleasant associations. Discuss everything that is heard for the first time, paying attention to the emotional side (which feelings arise, images).

2-3 years - first tools

In the listening of music, we already podnatarovatili, and to replace the good old, but already bored risks come the real musical instruments. In this age, the most optimally will pay attention to familiarization kid with musical instruments.

Drum , You can confident, will be perceived on the "Hurray". Inconsider the young striker to clap the drum with a palm, then knock the surface, the surface can be stroked. Remove the drum fraction; Although such exercises, the baby is not yet valid, by this you expand the range of reproducible sounds for it and look at your interest in further manipulations. Sticks should be put aside to avoid injury.

Then suggest tambourine - In essence, the complicated version of the drum - you can beat, and ring. Show the baby how can accompaniate any melodies. Variants of the accompaniment set. The easiest - blows to a strong share - places that sound more and clearly. For example, in trave SID el KUZ notchick, owl sem as aboutg. rechick "and jitter of puments on broaching vowels. Great "Water", in particular the phrase "and me summer-a-anhy hunting" or "Winged swings", that is, slow melodies. On these musical instruments, it is best to show what the pace is and rhythm. Kids perceive the association with steps. Top ... top ... top ... (We make pauses in 2-3 seconds). Top. Top. Top (at the usual pace, without pauses). Top top top ran (quickly). Now also fingers on the drum / tambourine. Check if you understood your baby, listening to children's songs. They tend to demonstrate a clearly fast or slow pace. In the first case, "may be a crow", "Song of the Red Cap", "Dance of Little Ducks". The slow paced perfectly illustrate the "Song of Water", "Song Turtle and Lionca", "Lullaby of the Males". It is important that listening to children's song initiates the singe activity of the baby, contributes to the development of speech, enriches a passive dictionary. Attempts to swell will contribute to the development of the articulation apparatus, and the correlation of the music theme with a favorite cartoon will allow you to create a positive attitude, improve the emotional state. Children are usually not shy to sing out out loud, if only "good" adults did not once say something unflattering about such singing. Do not allow a similar one, otherwise you will have to correct the damasses - a personal example of fearlessly demonstrate the love of singing. The next step is to show different duration of sound and rhythm. So, with your left hand slowly and rhythmically (every two seconds) beat the drum, then add the right (every second). We get on one blow left - two blows right. Now offer the baby "replace" your left hand - first let him put a palm from above and will feel rhythm, then quietly remove your palm. And before us - Tandem drumors! Further, change the "scores", diminishing or slow down the pace, change the ratio of impacts (1: 4), etc.

And now - spoons . Do not even buy them. Probably there is a pair of wooden spoons. Fold them with the tile sides, scrape ends for the convenience of elastic. It is quite enough for primary familiarization. It is necessary to keep spoons for the bonded tips, without squeezing too hard, otherwise, being compressed, they do not publish a knock. Children are not so easy to bring spoons, which is more familiar to grab the strongest as a rattle. It will be necessary to achieve some relaxation, the sound of spoons is traditionally combined with folk songs and speakers, but practically any rhythmic melody will be suitable ("Little ducks", "Antoshka", "Kaba there was no winter").

If you suddenly find on sale pretch , it can also be offered to the child. Just like spoons, this tool requires certain coordination of movements to extract sound. Here you need the agreed work of the muscles of the brush and forearm. The game on the crack is convenient to accompany the speech, the chastushki (you can use the "Chastushki of grandmothers chasts").

After 3 years You can offer baby glockenspiel . Melodic gammas are able to inspire children's creativity-like their little ears have not yet heard. At the same time it is necessary to consider that the wand should be kept easily, without squeezing, otherwise the sound will not work clean. This moment the kids are "catching" not immediately, but over time everything will start to get.

4 years - listen to music

A four-year listener is already quite experienced, still torturing, restless and impatient. It is now most of the time worth paying listening to music. Listening to the musical work, the baby easily dismounts with the tempo and deducts the tools known to it. It's time to expand its horizons, introduce new musical instruments. This will allow when listening to music to use an important mental function - the analysis that is necessary for the mental development of crumbs. Possessing new knowledge, the child is ready for a visit to the conservatory. You can foresee a cultural hike viewing video recordings with concerts, analyze and discuss heard. Music, it turns out, can tell a lot about himself. Not only about the tempo, rhythm and the composition of the tools. Get acquainted with the words "Major" and "Minor". Make them accessible to understand the child will help antonyms fun - sad. And to propose to determine what product what is suitable. For Minor, you can take the "Doll disease" Tchaikovsky, and for Major "Turkish Rondo" Mozart. Major is always confident, joyful, Braving, Minor - sad, even easier for kids to determine the nature of the music as follows: Major - I want to laugh, Minor - I want to cry. The baby needs to choose what is best to do under sounding music, and "make a diagnosis". To secure this material well to practice on the following musical works. Minor - the "first loss" of Shuman, "Dance of the Little Swans" Tchaikovsky, the Russian folk song "In the field of Bereza stood." Major - "Italian Polka" Rakhmaninov, "Clowns" of Kabalevsky, Chung-Changa. Now there are even more strange words, but they are even easier to explain: Stakkato - sharply, abruptly and legato - smoothly, slowly. In the execution of Stakkato, each sound "says" separately, is waiting for its turn, and in the case of legato - the sounds "flow" one to another. For example, "in the field there was a birch" - the obvious legato, the song "Smile" is indisputable Stakkato.

Well, of course, it is necessary to organize acquaintance with a wider circle of musical instruments. The kid is already well known shock. From the group keyshoot It is quite possible to show the piano, mention about the organ, the harpsior (their baby will see in the conservatory). Group brass They will appear flute, pipe. Well, if you can show the tool image together with the sound. Tell the baby before going to the conservatory about the rules of behavior in this place. Explain that during execution it is not accepted to talk, get out of place, noise. For beginners, subscriptions are offered for concerts, short time. You can visit the concert hall of the Russian Academy of Music. Gnesinic. Sunday day concerts are held here; Among other works are performed by the sheet etudes (for example, "dance of dwarves"), Mragian music to the play of Ibsen "Per Gunt", Saint-San "Carnival Animals". It will be very good if, during the first visit to the conservatory, the kid will hear already familiar works - this will allow you to more clearly assess the difference between playback from the disk and "living" sound. For the first visits, you can choose the Cycle of Cabalevsky, the works of small Mozart forms, folklore songs. Next, choose the musical fairy tale "Wolf and Seven Cats", Opera "Tale of the Dead Tsarevna and Seven Bogatyers", "Ricky Tikki-Tavi", "Flooring". No less interesting for the kid will be visited by the Russian Center for Museum Pedagogy of Children's Art in the State Russian Museum. There you can go with a child of two years, for example, on a subscription "In the Art Museum with Mom", "games with sounds and paints". For 4-year-old kids, a subscription "Meetings with Wonderful" is offered. In the Moscow International House of Music, the kids and their mothers will be offered a fabulous concert "Konk-Gorboon" and "Tale of Tsar Saltan" in the Opera Roman-Korsky. In the Moscow Theater is a new opera named. E. V. Kolobova to the attention of young listeners will present the opera "Koshkin House". You can also visit the Children's Music Theater. N. Sats with a rich repertoire of performances for kids. Interesting performances can be found in the "Experiment K" Music Theater. The productions of the "Kitten named Gav", the "Flying Ship", "Cat, who walked in itself" are most successful.

At the age of 4 years it is useful to get acquainted with such a reception as meditation to the music. Most recently, the crisis of three years has passed (or you are still in the process), the baby realizes himself in the surrounding world separately from you, feels an independent person, but it is not so easy. Try to meditate with your child. An important condition is a balanced, calm emotional state of parents. Choose calm, transparent music, without disturbing sounds. Recommended works: Kitaro composition, "Spectral Suite" Steve Halperna, "Evening Serenade" Schubert, "Solveig Song" Grieg. You will also need soft pastel or oil pencils, a sheet of paper. The time of meditation is 20-30 minutes. Place your baby in a cozy, warm place, muffle the light, turn on the selected music and start telling the story. Approximately such: "It was a long time ago (or recently). In the distant country lived the sun and light. They loved each other very much. And when they had a ray, they were happy. The ray grew very quickly, he warmed all his warmth and gave joy to others. He was taught the best wise men, and he began to understand the language of animals and birds, the language of the wind and waves. .. When the ray has grown, he decided to go travel to help everyone else. And during the wanderings, I saw a wonderful house, music sounded in it. He went there and saw what he was so needed ... "Now offer the baby to draw what I saw the ray. What actually needs himself himself. If the child does not want to draw, let him tell. In this exercise, the music helps the baby to relax, identify himself with the hero of the fairy tales, and therefore feel beloved and happy. This image of the family has a positive impact, the journey illustrates reasonable independence.

5-6 years old - all "adult"

At the age of 5-6 years in children, a creative vein literally beats the key, but at the same time much more disciplined, rather than a year or another. Create and produce noise - the urgent need of the preschooler. That is the most time Go from hearing K. play. We offer you to organize a musical noise orchestra. This is a fairly noisy event for which the background music will also be required, which will create the necessary attitude, task the rhythm. African or Japanese drums, maratasas are suitable. No less fascinating process of manufacturing tools. Create cans with water, glass and plastic bottles with peas, beans, buckwheat, tambourine, spoons, comb, buckets, rubber balls, even scores. Everything is suitable, with what can be removed at least some sound. Putting a musical work, listen to him, inject, create a mood. After that, we are trying to add the sound on your own, it is better to try all the tools, then distribute preferences. Perhaps first the baby will not get any melody. If he just hits the tools, do not interrupt the action. This is a great way to get rid of negative emotions, discharge. The next time the synthesis process, creation begins. The lesson will be more effective if two-three children take part in it. The work is complicated, but the number of tasks solved is also increasing. You have to learn to listen to each other. For you, this is the opportunity to appreciate the emotional state of your child and give it the possibility of improvisation. At this age, we continue to expand the repertoire of musical works that can be offered to a child for listening. You need to select musical works, respectively, the mood of the baby, you can positively affect its emotional state. For 5-6 Summer Children are recommended to use the following repertoire:

• when overwork - "Morning" of Grieg, "Polonaise" Oginsky;
• with a bad mood - "To the joy" of Beethoven, "Ave Maria" Schubert.
• with pronounced irritability - "Choir of Pilgrims" Wagner, "Sentimental Waltz" Tchaikovsky.
• with a decline in attention - "Seasons" Tchaikovsky, "Moonlight" Debussy, "Dreams" of Shuman.

Relying on this list, you can complement it, given the tastes and needs of your baby.

Music has the possibilities of exposure not only on adults, but also on young children.

Moreover, it is also proven, even the intrauterine period is extremely important for the subsequent development of a person: the music that the future mother listens is to have a positive effect on the well-being of a developing child (maybe forms its tastes and preferences). Only developing emotions, interests, tastes of children can be attached to the musical culture, lay its foundations. Preschool age is important for subsequent mastery of musical culture. If their musical and aesthetic consciousness will be developed in the process of musical activity of children, it will not pass without a trace for the subsequent development of a person, its common spiritual formation.

Music develops a child and mentally. In addition to a variety of information about music that have cognitive importance, the conversation about it includes the characteristic of emotional-shaped content. The dictionary of children is enriched with shaped words and expressions characterizing moods, feelings transmitted in music. Music activity implies mental operations: comparison, analysis, comparison, memorization, and thus contributes not only to the musical, but also to the overall development of the child.

It is very important to create conditions for the formation of the foundations of the musical culture of preschool children. In preschool pedagogy, music is considered as a non-replaceable means of development in children of emotional responsiveness to all the kind and beautiful, with whom they are found in life.

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

At the earlier age, the baby allocates music from the surrounding sounds, noise. He focuses his attention on the heard melodies, freezes for a while, listening, reacts with a smile, humming, separate movements, shows a "auxiliary complex". Older children have already increased mental abilities. They comprehend some ties between phenomena, capable of making the simplest generalizations - to determine, for example, the nature of the music, to call, for which signs of the playful play of cheerful, joyful, calm or sad. They are clear and requirements: how to sing a different song in character, how to move in a calm dance or in a movable dance. Musical interests are also consisted: it is preferred to this or another activity, the genre of music.

For the six-seven years, the initial manifestations of the artistic taste are observed - the ability to evaluate works and their execution. Singing voices at this age are acquired by the bellivity, observance, mobility. Range aligned, vocal intonation becomes more stable. If four-year children still need constant support for an adult, then with systematic training, most six-year-old children sings without instrumental support.

The actions of children at musical classes are aimed at fulfilling educational and creative tasks. They assimilate the performing skills and improvise their own unpaid melodies, and in the performance of various dances, they seek to convey various dance movements in their own way, musical and gaming images.

The versatile development of the identity of the child is ensured due to the close relationship between aesthetic education with moral, mental, physical. The implementation of ideological and moral impact helps a properly developed program and selected in accordance with the age capabilities of children. But the most important thing is the "School of Sensities", which are formed due to the special property of music - to arrange empathy.

Cognitive and mental activity is also activated at musical classes. Children know many things, carefully listening to the work. However, they only perceive the most common features, the most vivid images. At the same time, emotional responsiveness does not lose its meaning if the task will be delivered to the child to listen, to distinguish, compare, allocate expressive means. These mental actions enrich and expand the sphere of feelings and experiences of the child, give them meaningfulness.

The harmony of musical and aesthetic education is achieved only when all types of musical activity available to preschool age are used, all the creative possibilities of a growing person. At the same time, complicating pedagogical tasks, one cannot abuse special child susceptibility. Musical art itself, its features are put forward to the teacher the need to solve a number of specific tasks:

1. Rail love and interest in music. Only the development of emotional responsiveness and susceptibility makes it possible to widely use the educational impact of music.

2. Enrich the impressions of children, familiar them in a definitely organized system with a variety of musical works and used expressive means.

3. To acquire children to a variety of musical activities, forming the perception of music and the simplest performing skills in the field of singing, rhythm, games in children's instruments. To acquaint with the initial elements of musical letters. All this will allow them to act consciously, at ease, expressive.

4. Develop the overall musicality of children (sensory abilities, ladscent hearing, a sense of rhythm), form a singing voice and expressive movements. If at this age the child is trained and attached to active practical activity, then the formation and development of all its abilities occurs.

5. Promote the initial development of the musical taste. Based on the impressions and ideas about music, it first is manifested first selective, and then the estimated attitude to the executable works.

6. Develop a creative attitude to music primarily in such an affordable activity as the transfer of images in music games and dances, the use of new combinations of familiar dance movements, improvisation of the speakers. It helps identifying independence, initiatives, desire to use in everyday life a learned repertoire, musitizing tools, sing, dance. Of course, such manifestations are more characteristic of middle and senior preschool children.

Music - art that affects the child in the first months of his life. The direct influence of it on the emotional sphere contributes to the emergence of initial responses, in which the prerequisites for the formation in the future of major musical abilities can be seen.

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

Already in the first year of life, the teacher organizes the communication of children with music, accumulating the experience of hearing the simplest melodies (spat or filled with children's musical instruments), encourages to respond to them with voice or movement, creates prerequisites for the active musical activity of the child at the next development stages.
All musical abilities are combined with a single concept - musicality. "Music is a complex of abilities developed on the basis of congenital deposits in the musical activity necessary for its successful implementation" (Radyov O.P. "Musical Development of Children").

The core of musicality is the three main abilities that are necessary for the successful implementation of all kinds of musical activity: emotional responsiveness, musical hearing, a sense of rhythm.

Emotional responsiveness to music is the center of the child's musicality, the basis of his musical activity necessary to feel and understand the musical content and its expression in performing and creative activity.

Musical hearing is necessary for pure intonation when singing, a sense of rhythm - for movement, dances and playing musical instruments.

Modern researchers have proven that to form the foundations of musical culture, develop musical abilities to begin as early as possible. Poverty musical impressions of childhood, their absence can hardly be filled later, being an adult. For the formation of the foundations of culture, an appropriate environment is needed, which will give him the opportunity to get acquainted with a variety of music, learn to perceive and experience it.

Music activities of preschoolers are various ways, means of knowledge of the children of musical art (and through it and the surrounding life, and itself), with the help of which general development is carried out.

The following types of musical activity are distinguished in the musical education of children: perception, execution, creativity, musical and educational activities. They all have their own varieties. So, the perception of music can exist as an independent activity, and may precede and accompany other types. Performance and creativity is carried out in singing, musical and rhythmic movements and playing musical instruments. Music-educational activities include general information in music as the form of art, musical genres, composers, musical instruments, etc., as well as special knowledge about the ways of execution. Each type of musical activity, having its own characteristics, assumes the mastery of children by the methods of activity, without which it is not feasible, and has a specific impact on the musical development of preschoolers. This is important to use all kinds of musical activities.

Music and educational activity does not exist isolated from other species. Knowledge, information about music is given to children by themselves, but in the process of perception of music, execution, creativity, along the way, to the place. Each type of musical activity requires certain knowledge. For the development of the execution, creativity, special knowledge of the methods, receptions of the execution, means of expressiveness are needed. Studying singing, the guys acquire the knowledge necessary for the mastery of singing skills (sound formation, breathing, diction, etc.). In musical and rhythmic activities, preschoolers are mastering various movements and methods for their execution, which also requires special knowledge: about the mercy of the nature of music and movements, about the expressiveness of the game image and its dependence on the nature of the music, from the means of musical expressiveness (tempo, speakers, accents, register , pause). Children learn the names of dance steps, assimilate the names of the dance, dance. Studying on the game on musical instruments, children also receive certain knowledge about the timbres, ways, game receptions on different tools.

Thus, it is necessary to remember that musical development has a positive effect on the overall development of children. The child is improving thinking, enriched with an emotional sphere, and the ability to worry and feel the music helps to raise love for the beautiful in general, sensitivity in life. Independent operations, language, memory are developing. Therefore, developing a child musically, we contribute to the formation of a harmoniously developed personality, which is very important. Music activities of preschoolers are various ways, means of knowledge of the children of musical art (and through it and the surrounding life, and itself), with the help of which general development is carried out.

Bibliography:

1. Vetlugin N.A. Music education in kindergarten. -M.; Education, 1981.
2. Method of musical education in kindergarten / ed. Vietlogina N.A. - M, 1982.
3. Mentils N.A. Music - Children.; Education, 1985
4. Nazaykin E.V. On the psychology of musical education. - M.: 1972.
5. Tarasov GS Pedagogy in the system of musical education. - m.; 1986
6. Teplov B.M. Psychology of musical abilities - M., L., 1977.
7. Khalaubusar P., Popov V., Dobrovolskaya N. Methodology of musical education - M., 1989.

Music and Comprehensive Child Personality Development

The harmonious combination of mental and physical development, moral purity and aesthetic attitude towards life and art is the necessary conditions for the formation of a holistic personality. The right organization of musical education of children contributes to achieving this high target.

Aesthetic education It is aimed at developing the abilities of preschoolers to perceive, feel and understand the wonderful, notice a good and bad, creatively to act independently, having access to various types of artistic activities.

One of the bright aesthetic education agents is music. So that it fulfill this important function, you need to develop common musicality from the child. What are the main signs of musicality?

The first sign of musicality – ability to feel the character The mood of the musical work, to empathize, to show emotional attitude, to understand the musical image.

The second sign of musicality – ability to listencompare, evaluate the most vivid and understandable musical phenomena.

Third sign of musicality – manifestation of creative attitude to music.Listening to her, the child in his own way is an artistic image, passing it in singing, playing, dance.

With the development of general musicality, the guys appears an emotional attitude to music, hearing is improved, creative imagination is born.

Music, directly affecting the feelings of the child, forms it moral appearance. The impact of music is sometimes stronger than persuasion or instructions. The genre wealth of music helps to perceive heroic images and lyrical mood, cheerful humor and perky dance melodies. A variety of feelings arising from the perception of music enriches the experiences of children, their spiritual world.

Collective singing, dancing, games, when children are covered by common experience contribute to the solution of educational tasks. Music classes affect the total culture of the behavior of the preschooler. The alternation of various tasks, activities (singing, listening to music, games on children's musical instruments, movement to music) requires attention from children of attention, intelligence, speed of reaction, organization, manifestations of volitional effort. All this improves the brake processes, raises the will.

Thus, the musical activity creates the necessary conditions for the formation of the moral qualities of the child's personality, lays the initial foundations of the overall culture of the future person.

Music perception is closely connected with mental processes. requires attention, observation, intelligence. Children listen to sound, compare the sounds similar and different, get acquainted with their expressive meaning, celebrate the characteristic semantic features of artistic images, learn to understand the structure of the work. Like other arts, music has informative importance, activates perception and performance, wakes up fantasy and imagination, makes thinking and create.

Music perceived by a hearing receptor affects the overall condition of the entire body of the person, causing reactions associated with changing blood circulation, breathing. V. M. Bekhterev, emphasizing this feature, proved that if we establish the mechanisms of the influence of music on the body, then you can call or weaken the excitement. The skillful use of the melodic and rhythmic component of music helps a person while working and leisure.

Singing develops a voice apparatus, strengthens voice ligaments, improves speech (doctors - speech therapists use singing in the treatment of stuttering), contributes to the development of vocal hearing coordination. The correct pose of singing, regulates and deepens the breath. Classes of rhythm, based on the relationship between music and movement, improve the posture of the child, coordination, produce a clarity of walking and ease of running.

Music classes contribute to the overall development of the child's personality. The relationship between all sides of the upbringing is in the process of various types and forms of musical activity. Emotional responsiveness and developed musical ear will allow children in affordable forms to respond to good feelings and actions will help to intensify mental activities and, constantly improving the movement, will be physically replenished.

Ekaterina Spin
The influence of music on the comprehensive development of the personality

K. music - One of the most important ways to aesthetic education of the child, since. music It is especially strongly affected by feelings, and through feelings and related to the surrounding phenomena. D. Shostakovich in a conversation with young people said: "Love and respect the great feeling music. It opens up a whole world of great feelings, passions, thoughts. It will make you spiritually richer, cleaner, perfect. Thanks music You will find new, unknown forces before. You will see life in new colors and paints. "

Really, music Causes more unconscious thoughts and feelings to life, cleans them from all small and random, strengthens the dignity of a person, his faith in their internal forces, in his vocation.

Musical artReflecting life, approves the moral beauty of man, the value of friendship, loyalty to debt, reveals the wealth of the spiritual world.

Under musical Education is meant the process of transferring to children of socially historical experience musical Activities in order to prepare for the upcoming work in any areas of life.

In the process of transferring this experience, a system of targeted and organized influences on a child forming it personality. N. A. Vetloga writes: "The relationship involves the ratio of objective, social, social musical environments with subjective experiences of a child adopted to music».

In our society, the prerequisites for comprehensive development of the child's personality by means of musical art.

Children very acutely feel beautiful, I reach for him. Perception of works musical Art represents unlimited possibilities. In the process of systematic work, children acquire the ability to listen music, remember and recognize it, begin to rejoice at her; They penetrate the content of the work, the beauty of its shape and images. In children music is developing, and in the future and love for it. Through musical Images The child knows the perfect in the surrounding reality.

Beauty artistic form, understandable child content musical works cause a certain attitude to the artistic image and through it to life, influence on the upbringing of the artistic taste.

The tasks of aesthetic education require attitudes towards any musical work, May the most simple, as to the work of art. Therefore, each song, dance should be executed by children emotionally - expressively, cause their joy. Careless performed song or dance lose their aesthetic value and negative affect the process of musical development. The expressive execution causes children a desire to repeated songs, dances, games, and add something new to them - contribute to development of children's creativity. In addition, knowledge of beauty music, her richest imagery, means of expressive introduces it to the world of beautiful, causes the need to make music in your life. Music is developing Aesthetic properties personality of the child.

Empathy with a child of feelings expressed in music- the path to the formation of its morality. Adding to the feelings of the child music It sometimes has a stronger impact on it than persuasion and punishment.

Domestic composers S. Prokofiev, D. Shostakovich, D. Kobalevsky, M. Krassev, V. Gerechcho, M. Ruhvecher, E. Tilieeva, A. Phillipenko and many others created the Golden Fund musical works for children a variety of genres and subjects, musical imagery.

Kobalevsky D. B.: The highest samples of primary school age are available to students. music. Appeal to the classics is not accidental. In the works of selected time and history, the indigenous moral and aesthetic problems of life are affected. And if they are talking about their replacement, then it should be borne in mind that the most significant works require a long, if you can say so, "Germination"which will contribute to aging in the soul of a child understanding, feeling captured in music Life problems and attitudes towards them.

Musical Works cause children a certain attitude to social phenomena. Through their content, the children know the life and work of their people, getting acquainted with the characters of the national history, the concept of the Motherland, that is, music, I contributes to the upbringing of a sense of patriotism. In the process of communication with music From the child requires submission to the interests of the team - the consistency of actions, the feelings of friendship and partnership are brought up, such properties personalitylike self-control, excerpt, discipline, develop Responsiveness and initiative.

Joint singing music - Rhythmic movements cover children with common experiences and require uniform efforts from them. The failure of one is perceived as a common failure. Example of comrades, general inspiration, joy from performance positively influence on timid, insecure children, create a grace atmosphere for individual development. At the same time, the obvious achievements of comrades serve as a brake for unnecessary self-confident, spoiled children.

On the musical Classes children get the skills of culture of behavior.

Permanent task character change, alternation valid Activities require rapid response, organized, volitional efforts from them.

Speaking of child raising by means music, I must not forget that we are dealing with a growing organism. On the musical classes develop dexterityCoordination and beauty of children's movements. Under influence music Movements become more accurate, rhythmic. Improve the quality of walking, running, the correct posture is produced. Dynamic and tempo changes in music also cause changes in movements, affecting their speed, Voltage.

Singing improves pronunciation develops Coordination of voice and hearing, strengthens the voice apparatus - is a kind of respiratory gymnastics. Music Causes positive emotions in children, which are beneficial on their nervous system. Music influences Not only on the auditory analyzer, but also on the overall condition of the whole organism, reinforces or weakens the state of the excitation due to reactions associated with the change in respiration, blood circulation. Hence, musical Education contributes to physical development of children. Finally music Provides beneficial impact on their mental development. In the process of mastering new knowledge in children thinking is developing, Memory, develops a system of concepts. Direct and close connection music with the surrounding reality makes it possible to educate in children the ability to compare and compare phenomena, and, therefore, contributes development Their cognitive interests.

Diversity content musical Works causes development of curiosity, imagination, fantasy baby. Education music Requires observation, intelligence. Listening to B. music, the child compares the sounds in the similarity and contrast, knows their expressive importance, follows development of musical imageshas a general idea of \u200b\u200bthe structure of the work, pays attention to the link of the text of the song, the name of the play with the content music, determines its character. He has primary aesthetic estimates. In the process of creative tasks, children are involved in search engagement requiring mental activity: Operates with sounds, combine dance movements, looking for expressive means to transfer game images. Relying on the existing experience, children plan musical Game, Character behavior in Etude. They have evaluation judgments about their actions and actions of comrades.

Music - art"Intonated meaning" (B. V. Asafiev, which determines the wealth of emotionally - semantic content musical works. Thanks music The child awakens the idea of \u200b\u200bthe elevated, beautiful not only in the outside world, but also in itself. Music Helps children to know the world, raises not only their artistic taste and creative imagination, but also love for life, attention to another person, nature, interest in the peoples of their homeland and other countries. This is formed full-fledged personality, man can feel and compassion.

Casok literature

1. Zimina A. N. Basics musical Education and Development Children younger age: Studies. For stud. Higher. Study. establishments. - M.: Humanit. ed. Center Vlados, 2000

2. The program of upbringing and learning in kindergarten / under. ed. M. A. Vasilyeva, V. V. Herbova, T. S. Komarova. - M.: Publishing House "Education of the preschooler", 2004

3. Tyutyunnikova T. Program "Elementary Musication by preschoolers" / Pre-school education number 5. 2000.

4. Scholyar L., Kadobnova I., Usacheva V. Program musical Education. / Pre-school education №6.1993

5. Aesthetic education and development Preschool children age: Studies. Manual for studies Higher. Ped. studies. Institutions / E. A. Dubrovskaya, T. G. Kazakova, N. N. Yurina, etc.; Ed. E. A. Dubrovskaya, S. A. Kozlova. - M.: Publishing Center "Academy", 2002