Creating a musical environment in the dhow. Organization of a musical subject-developing environment in dhow

Municipal budgetary preschool institution

"Kindergarten number 38"

Creation of musical subject development environment in kindergarten groups

consultation

for

educators

• The musical development of a child is conditioned not only by classes with a teacher, but also by the ability to play independently, experiment with musical toys, and freely engage in creative music-making.
• Independent creative activity of a child is possible provided that a special subject-developing environment is created.
• For the development of independent musical activity of children, a musical corner in a group (music zone) is very important.
• The development of children's creativity largely depends on the equipment and its attractiveness.

MUSICAL CORNER Is a place where children learn about music and its beauty.

TASKS:

A creatively designed music corner will help:

• not only to plunge into the world of music and expand ideas about it,
• but also develop the imagination of children,
• activates the emotional sphere, thinking, speech.

MUSICAL CORNER REQUIREMENTS:

• Compliance with age, requirements of the Program, Federal State Educational Standard.
• Rationality of location, accessibility, mobility.
• The presence of a music library, audio library with songs, fairy tales, music
• The presence of attributes from waste material, unconventional equipment.
• Availability of illustrative material to familiarize children with different types of musical instruments
• A variety of children's musical and noise instruments.
• Aesthetics in the design of equipment and the corner itself.
• Creativity (creativity) of teachers in the design of the corner.
• Safety of equipment and materials for the musical activity corner;
• A variety of didactic games for different types of musical activities and their compliance with the age characteristics of children;
• Availability and variety of illustrative material on musical works;
• The presence of portraits of famous musicians in accordance with the program;

Important, so that the music corner is:

• in a lighted, easily accessible place for children;
• in addition, it should be isolated as much as possible, since, on the one hand, music lessons and children's games require concentration of auditory attention, and on the other hand, "sounding" activity should not interfere with other activities of preschoolers.

• When designing a music corner, you need to remember the age and individual capabilities of children.
• So, for children 3-5 years old, it is better to build on storyline ,
• For older children - on didactic .

The musical subject environment should correspond to the eye, hand actions, and the child's growth.

The music corner should contain:

• cupboard,
• shelves for musical aids,
• a couple of tables
• chairs for didactic games.

Developmental environment benefits should be:

• aesthetic,
• attractive
• easy to use,
• evoke the desire to act with them.

It is better to put in the corner record player, with the help of which children will listen to music, as well as melodies that contribute to psychological relaxation and mental relaxation.

There should be toys in the music corner. musical instruments:

• drum,
• pipe,
• miniature piano,
• glockenspiel,
• also musical toys.

Usually, stands are hung on the walls of the music corner.

They are fixed on:

• photos of children's performances,
• portraits of composers,
• colorful posters,
• pictures with musical instruments.

The equipment of the music corner is divided into two levels:

for the teacher and for the children

• Top shelf place tools that are used by children in a metered dose (for example, a metallophone), and those with which children can only work under the supervision of a teacher, in accordance with the sanitary and epidemiological standards of the preschool educational institution
• On the bottom shelf- drums, spoons, triangles, maracas. It is necessary to pay special attention to the sound quality of musical instruments. They should be well tuned and make sounds familiar to children. Remember that poor sound quality can cripple and clog your child's hearing experience!

YOUNGER GROUPS

• Vanka - vstanka
• Musical "singing" or "dancing" toys (cockerel, cat, bunny, etc.)
• Musical instruments with fixed sound - organchiks, barrel organs
• Noise instruments: rattles, bells, tambourine, drum
• Unsound fake musical instruments (accordions, pipes, balalaikas, etc.)
• Attributes to musical outdoor games
• Flags, sultans, handkerchiefs, bright ribbons with rings, rattles, autumn leaves, snowflakes for children's dance creativity (replenished as needed)
• Table screen with glove toys
• Musical pictures for songs that can be performed on a cube, in the form of an album or separate colorful illustrations.

MEDIUM GROUP

• It is advisable to leave aids, attributes and musical instruments

from the younger group and add:

• Glockenspiel
• Noise instruments for children's orchestra
• Books "Our Songs" (each book illustrates a song familiar to children)
• Flannelgraph or magnetic board
• Musical and didactic games: "
• Musical Instruments "," Voiced Palms "," Rhythmic Sticks ", etc.
• Attributes to outdoor music games:
• "Cat and Kittens", "Zainka", "Hares and Bear", "Pilots" and others.
• Musical ladders (three-stage, on which there are small and large birds or small and large nesting dolls
• Ribbons, colored handkerchiefs, sultans, etc. (attributes to dance improvisations but the season)
• Table screen and a set of toys
• A tape recorder and a set of program audio recordings

SENIOR GROUP

• In addition to the equipment of the middle group music corner, the following is used:
• Rattles, tambourines, drums, triangles
• Musical instrument toys with chromatic and diatonic sound

(metallophone, piano, button accordion, accordion, flute)

• Illustrations on the topic: "Seasons"
• Musical homemade toys (Children will be happy to take part

in making instruments for a noise orchestra)

• Musical and didactic games: "Learn a song by two sounds", "Bells", "Musical ladder", "Rhythmic loto", etc.
• Attributes to outdoor games
• Children's drawings for songs and familiar musical works
• Table screen and screen for the height of children
• Musical ladders five-step and seven-step
• Attributes for children's dance creativity: elements of costumes for familiar folk dances

PREPARATORY GROUP

• In addition to the material used in the senior group, the following is added:
• Musical instruments: maracas, tambourines, harp, children's piano,

metallophone, bells, triangles, flutes, drums.

• Portraits of Composers
• Album folders: "We are drawing a song" with pictures of children in which they

reflect emotions and feelings about the music you listened to

and favorite songs

• Manual "Emotions" (cards, which depict faces with different emotional moods) to determine the nature of the melody when listening to music
• Visual aids: "Symphony Orchestra", "Folk Instruments"
• Homemade Noise Orchestra Instruments
• Musical and didactic games

THE MUSICAL CORNERS SHOULD LOCATE:

• Material for creative role-playing games:

Stuffed Toys

soft musical toys;

dolls - tumblers,

figurative musical "singing" or

"Dancing" toys

• Musical and didactic games:

• Figurative aids

• Portraits of composers (works of which children sing or listen to)

Tchaikovsky P.I.

Tchaikovsky D.B.

Prokofiev S.S.

Rachmaninov S.V.

2) Illustrations - manuals like "Lotto": cards

with pictures drawn or pasted on them

• All kinds of pictures:

• Little books "We sing",
• Musical pictures to songs that can
• be made in the form of a large album or separate colorful illustrations,
• Illustrations on the theme "Seasons",
• Illustrations musical instruments,
• Pictures depicting animals singing, dancing
• or playing musical instruments,
• Albums "We draw a song"
• Albums for viewing:
• "Symphony Orchestra",
• "Folk Instruments"
• "Dances of the peoples of the world",
• Graphic tutorial "Emotions"

• Unsounded children's musical toys and instruments

• Sounded musical instruments and toys

• toy-instruments with sound of indefinite pitches
• toy instruments that make only one sound
• fixed melody instrument toys
• toys-instruments with diatonic and chromatic scales for creative music making

• Technical means

It is advisable to have a tape recorder in each group and arrange a music library of discs with a musical repertoire

ATTRIBUTES for outdoor music games and for children's dance creativity

• Theaters

Types of theaters:

• Picture theater (Flanelegraph)
• Finger theater
• Puppet show

THE ROLE OF THE TRAINER- Encourage children to apply the skills learned in music lessons in the daily life of the kindergarten.

Whether this environment will become a developing one, whether the child wants and will be able to master it in his activities depends on:

• from the competence of an adult,
• his goodwill,
• interested attitude towards children,

Child and adult

act together -

both of them should be

comfortable in a musical environment.

Musical subject-developing environment at MBDOU

Purpose: increasing the level of teachers' competence in creating a musical subject-developing environment in groups, mini-centers, contributing to the harmonious musical development and self-development of children, followed by its formation and bringing compliance with the requirements of the Federal State Educational Standard of DO.
Tasks :
1. Introduce into practice new approaches to the organization of the musical subject-developing environment of preschool educational institutions, ensuring the full-fledged musical development of preschoolers within the educational program of preschoolers, taking into account the requirements of the Federal State Educational Standard;
2. To organize a developing musical environment that promotes the emotional well-being of children, taking into account their needs and interests;
3. To create conditions for the provision of different types of musical activity of preschoolers (play, motor, intellectual, cognitive, independent, creative, artistic, theatrical), taking into account the gender characteristics of pupils;
4. To promote cooperation between children and adults to create a comfortable developing musical subject-spatial environment.
The musical subject environment in groups should be focused on the material covered by the lessons and the individual capabilities of children. Not a single type of musical activity can fully develop on a pure verbal level, outside the subject-spatial environment.
The content of the musical developmental environment should be guided by the leading type of activity of preschoolers, systematically become more complex by age, and be problematic. All this allows children, acting with familiar and unfamiliar objects, to reflect, think, compare, simulate and solve problem situations, and create.
The musical subject-developing environment in preschool educational institutions is organized in three main blocks:
music perception
music playback
musical and creative activity.
Each block, in turn, provides for an orientation towards the integrity of a certain type of children's musical activity.
The design of musical mini-centers in groups of younger preschool age has a plot basis, in the older - didactic.
The structure of mini-music centers is designed in the form of modules that have integrity and at the same time - transforming details that arouse keen interest in children. The musical subject environment is commensurate with the eye, the actions of the hand, and the growth of the child. The benefits of the developmental environment are sound, aesthetic, attractive, easy to use, make you want to act with them.

The music center is a traditional component of the musical development environment in the group. Their content is of an integrated nature, since not only musical instruments are concentrated there, but also different types of theaters, attributes of national culture.

Theater screens, music corners are equipped in compliance with all security measures; are located in an accessible place for children. The equipment can easily be moved to different corners of the group room, thus forming a music and theater studio, a music museum. In music corners in groups of older preschool children, musical instruments, technical means, visual information about genres of music, composers are more widely represented: albums, clamshell folders, DVDs with concerts, didactic music games, slides, thematic presentations. For musical and theatrical activities, mobile decorations were made, attributes of costumes for works of art and music, which are used both in groups and in the music hall. Each age group uses certain types of theaters. Thematic exhibitions, expositions dedicated to significant dates in the world of music enable children to understand and perceive a musical work deeper through illustrations, paintings, specially selected objects, toys. Such exhibitions can be arranged both in the music hall and in a group.

When creating music zones in a preschool educational institution, it is recommended to think about:
1. Feasibility of the location of the zone, the availability of equipment for children, storage.
2. Variety of equipment.
3. Taking into account the age characteristics of children.
4. The aesthetic design of the music zone and the materials located there.
5. Ability to transfer equipment to other locations.
Equipment classification for music zones:
1. Material for creative role-playing games - soft toys, illustrations, fake musical instruments, lotto-type aids, etc. (fake musical toys are intended to create a play situation in which children, fantasizing, imagine themselves as musicians.
2. Children's musical toys and instruments for creative playing music:
· With a chromatic range, a diatonic pentatonic range (piano, metallophone, accordion, flute, etc.);
· With a fixed melody (organ, organ);
With one fixed sound (pipes):
Noise (tambourines, rattles, drums, maracas, etc.)
3. Musical and didactic games and manuals:
musical lotto, stave, ladder, geometric shapes for a conventional
designations of parts of the work, etc. These manuals are used for the development of sensory musical abilities, acquaintance with the elements of the literacy note (most often according to the manual of NA Vetlugina "Musical primer").
4. Audiovisual aids: transparencies, CDs, phonograms, audio and video cassettes, video discs).
Junior group
- Albums with pictures for songs learned in music lessons (or wonderful cubes)
- Flannelegraph, figurines for flannelegraph (large and small animals, birds, musical instruments, transport)
- Music library with recording of children's songs (tape recordings of songs learned and taught with children performed by the musical director, children, educator, sounds of nature)
- CD player
- Attributes to musical and didactic exercises for the development of pitch, dynamic and rhythmic hearing in children. For example, for the development of pitch hearing - "Bird and chicks"; timbre hearing - "Guests have come to us", rhythmic hearing - "Who is walking," dynamic hearing "Bells".
- Non-sounding instruments: balalaika, mute keyboard with stand, accordion.
-Sounding: accordion, drum, tambourine, spoons, rattles, rhythmic cubes, bells, singing tops.
-Land of 3 steps, hand signs.
-Any toys (2 ducks, 2 nesting dolls - large and small), handkerchiefs, masks, ribbons, sultans, elements of dressing.
- Noise instruments - jars, mittens with buttons, bottles with different fillers: peas, acorns, pebbles.
- Tree and 2 birds (above and below)
Middle group
-Album with pictures for songs learned in music lessons in previous groups (several albums are possible: by the seasons, about animals)
- Drawings of children, made at home for their favorite songs;
-Flanelegraph with figures of animals, birds, images of musical instruments, transport;
-Figures for tunes, jokes, to spread rhythmic patterns with their help on the flannelgraph. For example: big and small cockerels for the song "Petushok", suns for the rn. "Sun", balls, flags, Christmas trees, airplanes, etc. (6 small and 4 large)
- The library of songs learned by children in this age group, in the previous groups, being learned at the present time (in the gramophone performed by teachers, children).
- CD player
-Music and didactic games for the development of emotional responsiveness, musical memory, musical thinking and games, helping to solve the problems of the previous age group. For example, on the development of pitch hearing - "Swing", on the development of rhythmic hearing - "Who's walking" (complication due to the introduction of different types of games); for the development of dynamic hearing - "Bells"; for the development of musical memory - "Sing a song from a picture."
-Non-voiced turntable with records, balalaikas, violins, pipes, accordions, mute keyboard with stand.
-Toys-instruments: rattles, spoons, drum, tambourine, metallophone, rhythmic cubes, bells, maracas, whistles.
-Cards with tools, handkerchiefs, masks, elements of dressing.
-Land of 4 steps (2 toys large and small)
-Five removable elastic bands, stave.
-Hand signs (4 tbsp.)
Senior group.
-Flanelegraph, chips (strips long and short, circles large and small, flowers, Christmas trees -6 small and 4 large), pictures for flannelgraph to create a plot of a song, dance (modeling)
- Albums with drawings for songs ("Musical ABC book")
-Albums with drawings for songs that children fell in love with (possibly author's, with drawings of one child)
-Attributes to muses. fairy tales (pictures for flannelegraph), for dramatization ("Turnip", "Teremok")
-Pictures for the development of poetic and songwriting in children (for example, to the poems of A. Barto) "The Bee Buzzing", "The Steamer Buzzing", "The Doll Dances", "The Doll is Sleeping", "The Horse Is Galloping", "Teddy Bear", "Airplane "" Magic Pictures ".
-Toy microphone.
-Phone library with recording of songs: sounds of nature, muses. fairy tales.
- CD player
-Music and didactic games: for the development of pitch hearing "Three bears" or "Funny nesting dolls", for the development of dynamic hearing "Bells", for the development of the ability to distinguish the duration of sounds (long, short sounds, dotted rhythm) "Rooster, chicken, chicken" ; to distinguish genres of musical works: song, dance, march "Three whales"
-Non-voiced instruments: balalaika, mute keyboard with stand, accordion -3 pcs. different sizes).
In the picture: pipe, violin, saxophone, button accordion, accordion, accordion, flute, whistles, trio.
-Instruments: rattles, spoons, drum, tambourine, metallophone, bells, maracas, rumba, triangle, rattles, xylophone, muses. hammers, various noise home-made tools: keys, bottles, felt-tip pens, mittens with buttons on a hanger. Jars of kinder with different fillers, somewhat the same (Hoop No. 3 2006, "Musical hands. No. 3 2007")
- Plastic cubes (on the verge of sticking pictures by songs)
-Lesenka -5 steps (toy B. and M.)
- Handkerchiefs, masks, ribbons, elements of dressing.
- Music staff, sheet music
-Hand signs (5st.)
-Portraits of composers
Preparatory group
-Flannelegschraf, sheet music.
-A manual for teaching children the ability to determine the form of a work.
-Pictures for creating plots for familiar songs: to encourage poetry and songwriting.
-Ribs with names of notes in words
-Drawings with nursery rhyme texts, for which you can come up with a song.
-Pictures with musical genres (song, dance, march) to encourage songwriting.
-Illustrations for musical fairy tales
-Attributes to fairy tales and songs for staging them.
-Fon library (cassettes with recordings of songs performed by adults, children, individual cassettes for self-recording of your musical poetry)
- CD player
-Albums with drawings for songs learned with children in the current year, and in groups of previous ages.
-Albums with drawings of children to favorite songs.
-Plot pictures, encouraging songwriting.
- Musical and didactic games (the same as in the older group, but with complicated tasks)
-Non-voiced turntable with records, balalaikas, violins, pipes, saxophones, accordions.
-Instruments: rattles, spoons, drum, tambourine, metallophone, rhythm. cubes, bells, maracas, castanets, rattles, xylophone, button accordion, accordion, noise on a hanger (see in the older group)
-Land 7 steps, hand signs
- Sheet music (large), staff, stripes (6 small and 4 large)
- Handkerchiefs, masks, ribbons, kokoshniks.
-Portraits of composers.

Musically - enriched environment - subject - developing environment of the group, enriched with musical and song material that allows the child to accumulate musical experience. This environment stimulates the development of independence, influences the formation of an individual musical subculture. The strategy and tactics of building the environment is determined by the characteristics of a personality-oriented developmental model of education, and is subject to the following principles:
The principle of distance, positions when interacting;
The principle of activity, independence, creativity;
The principle of stability - dynamism;
The principle of complexity and flexible zoning;
The principle of the emotional nature of the environment, individual comfort and emotional well-being of each child and adult;
The principle of combining familiar and extraordinary elements and the aesthetic organization of the environment;
Self-reliance is a constantly developing personality trait.
Its foundations are laid at the border of early and preschool age, and its further development as a personal quality during preschool childhood is associated with the main activities. Each of them has a special influence on the development of activity, initiative, on their search for adequate means of self-expression. The manifestation of activity is also facilitated by the subject-developing environment of the group, which must be created according to the principles listed above.
It is necessary that the teacher stimulates, directs and corrects the independent activity of children with a variety of situations that require a non-standard approach, imagination, and creativity.

An effective means of enriching the independent activities of children is music, especially a children's song, which should firmly enter the everyday life of the kindergarten. It can sound on walks, during morning exercises, on holidays.

Music is becoming one of the most effective means of ensuring a positive emotional state of a child in a preschool educational institution. Thanks to this, the preschooler successfully manifests itself in all types of activities.
We enrich the independent activities of children with the help of music.
We actively use music during regime moments and independent children's activities. In addition to the use of music in the organization of the pedagogical process, we enrich almost all OOD with music.
We are updating the music corner, distributing song material in different thematic corners to organize the independent work of children. These are audio and video materials, all kinds of albums dedicated to songs from children's cartoons and films. For children who can read, you can use the "karaoke" function. Musical material is updated once a month. The number of songs in each thematic corner can vary from 1 to 5.
We conduct a sightseeing tour of the group together with the children to familiarize themselves and activate the independent use of the environment. The teacher, using a playable character, tells the children about the content of each corner. Then he explains the principle of working with a music album, acts out a song. At the same time, she prepares attributes with the children.
Children.
Positive dynamics in the development of interest in music;
Enrichment of the musical subculture;
Development of desire and desire to use music in everyday activities;
Development of independent musical activity.
Parents.
Increasing interest in the musical activities of children among parents;
Interest in the problem of selecting a song repertoire for a child.
Striving to create a musically - enriched environment at home.
Teachers.
Understanding the need for cooperation in solving common problems of children's musical development.
The emergence of interest in the problem of musical education of children from the teacher.
A creative approach to the design of a musically enriched development environment.
Musical director.
Assistance to the teacher in the selection of a musical repertoire for the organization of regime moments and the organization of OOD.

Musical subject-developing environment MBDOU

OO integration

Interaction with parents

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

On January 1, 2014, the Federal State Educational Standard for Preschool Education (FGOS DO) came into force, approved by order of the Ministry of Education and Science of Russia No. 1155 dated 17.10.2013. read the head in our article.

The first thing that you should pay attention to when you familiarize yourself with the program of musical education according to the Federal State Educational Standard in a preschool educational institution is the focus of the document on the socialization and individualization of the development of the child's personality, starting from 2 months and ending with 8 years.

Musical activity is a means and condition for a child to enter the world of social relations, to open and present his "I" to society. This is the main guideline for specialists and educators in the refraction of the content of the music education program at a preschool educational institution according to the Federal State Educational Standard.

The main content of the educational area "Music", to which we managed to get used to the logic of the Federal state requirements for the structure of the main educational program at a preschool educational institution according to the Federal State Educational Standard, is now presented in the framework of musical education according to the Standard in another educational area "Artistic and aesthetic development" along with two types of art : visual and literary.

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

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

Tasks of musical education in a preschool educational institution according to the Federal State Educational Standard of DO The implementation of the goal involves the solution of a number of tasks:
acquaintance of the child with the wonderful world of music;
the development of musical erudition and culture in preschoolers; color and music development of children in preschool educational institutions;
the formation of a sense of respect for music as an independent art form, holidays and traditions;
development of perception, empathy for musical works and images, development of children's skills - sound, sensory and intonation, where music acts as a language, one of many, acquaintance of children with the human world, his emotions, the world around him, the world of objects.

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

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

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

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

Psychological and pedagogical support of preschoolers in musical development according to the Federal State Educational Standard

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

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

Assisting adults in a benevolent attitude of pupils to each other and their interaction in various types of children's activities according to the Federal State Educational Standard;
Support of the interest, initiative of preschool children in specific types of activities within the framework of musical education in preschool educational institutions according to the Federal State Educational Standard;
Providing pupils with a choice of materials, forms of activity, participants in common activities and communication; Protecting children from all forms of violence - physical and psychological.

What are the goals pursued by the standard within the framework of musical education in a preschool educational institution according to the Federal State Educational Standard
Provision by the state of equally equal opportunities for every child in obtaining high-quality preschool education Provision of state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of educational programs, their structure and the results of their development
Maintaining the unity of the educational space of the Russian Federation in relation to the level of preschool education.

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

aesthetically developing subject-spatial environment. Various definitions of this concept can be found in research. The subject-spatial and sociocultural, aesthetic-developmental, cultural-educational environment, etc., are considered. But with the difference in names, it is always a question of creating an optimal environment that provides psychological comfort for the child's personality (Figure 32).

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

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

E.P. Kostina, a specialist in the problems of musical education, considers it as a process of organized introduction of children to musical culture and believes that it is possible to speak of a musical subject-developing environment as a means of introducing a child to musical culture.

Thus, the musical environment becomes one of the components of the pedagogical system and represents the musical design of the life of children.

Based on the analysis of this problem, the author argues that for the musical upbringing of children, a rich musical subject-developing environment is needed, including the musical environment of preschool educational institutions, families, cultural and educational institutions.

Music and educational environment of the preschool educational institution includes:

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

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

- joint musical activity with the teacher- in games: plot-role-playing with the use of a musical repertoire, musical-didactic, musical-creative, etc .; in the process of conditionally-figurative and conditionally-schematic modeling of the content, character of music, means of musical expression, etc .;

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

Musical and educational environment of the family, where is unregulated musical activity of children, this is:

■ joint organization of family leisure time with parents (the content is adequate to the similar activities of a teacher with children in a preschool educational institution) (L.N.

Komisarova, G.V. Kuznetsova):

■ holding family holidays;

■ visiting museums, theaters with a child (drama, music (opera, ballet, musical), puppet show);

■ creating a “home museum” (for example, a museum of your favorite composer);

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

■ organizing a variety of musical activities for children, entertainment with the use of music at home;

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

■ independent work (similar to the independent musical activity of children in a preschool educational institution). Parent-organized musical activities provide the child with a rich experience that is a powerful stimulus for his creative expression. In addition, he is offered various models of behavior, which is important for his socialization, for the development of relationships with others.

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

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

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

The musical component is represented by audio-musical information, that is, music regardless of its source. Everything else, including musical instruments, toys, manuals and music extraction tools (tape recorder, etc.), belongs to the subject component. Thus, the subject-developing environment is a system of material objects of the child's activity.

Since the child gradually enters the spaces of the objective (man-made) world and social relations, in addition to the objective and social, they distinguish developing environment, in which social interactions of the child take place, affecting his

Scheme 32

development.

The peers and adults surrounding the child constitute his living environment, and adults, in addition, are the organizers of the pedagogical process. In the social component of the environment, such an essential point is singled out as the organization of the motivating factor, the emotional background of the environment. Maintaining such a background that creates comfortable conditions for the child and cultivates his musical creativity is an important task of the teacher.

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

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

■ the environment should be aimed at the zone of proximal mental development (L.S.Vygotsky);

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

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

At the same time, it is noted that whether this environment will become a developing one, will want and be able to master it in his activity, depends on the competence of the adult, his benevolence and an interested attitude to the musical activity of children, primarily independent. The developmental influences of the artistic and aesthetic environment can only be realized by a teacher who is keen on music, shows interest in musical games, demonstrates to children the possibilities of a musical object environment, creates creative situations, awakens interest in musical games and toys. As a result, children often play with them in a creative way.

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

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

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

■ perception of music - aids to help you perceive works;

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

■ musical and creative activity - manuals encouraging creative improvisation in various types of musical activity).

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

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

The dynamism of the content of the environment provides interest in musical activity, motivation, and then the need for it. TO The quality of the structure. The musical environment should be presented in the form of modules, including transforming details, which keeps children keenly interested. It should be organized so that it visually represents all types of children's musical activities and creates conditions for the active interaction of children with any aids, musical instruments. Mini-centers are convenient for the deployment of musical activities by one child, two children, or a subgroup.

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