The main approaches to the musical and aesthetic education of children of preschool age.

The process of musical and aesthetic education and the formation of the basics of musical and aesthetic culture in children of preschool rely on

4 Methodological approach:

System-active

Cultural,

Axiological

Medium.

System-active approach.

The system and activity approach implemented in the practice of work of teachers of preschool institutions makes it possible to children not be as passive listeners who are issued ready-made information. Children are included in an independent search for new information, as a result of which the opening of a new knowledge and the acquisition of new skills occurs.

The system-activity approach is based on certain principles that characterize the processes of musical and aesthetic education in the system of a holistic process of educating preschool children:

Principle of integrityThanks to which children have an idea of \u200b\u200bthe artistic picture of the world as a system;

Example from experience:

In kindergarten No. 27 of the combined type of "Golden Fish", in which I work as a music director, all conditions for the artistic and aesthetic development of children of preschool age have been created. The work of all personnel is aimed at creating comfort, comfort, a positive emotional climate of pupils, which contributes to their successful stay in kindergarten. Developed by teachers of our kindergarten "Educational program of preschool education" has thematic The principle of building an educational process, which gives great opportunities for the development of children. Themes help organize information with an optimal way. For each age group, comprehensive thematic planning is given.

Forms of preparation and implementation of topics are integrative, that is, it is possible to solve the tasks of psychological and pedagogical work of several educational areas.

For example: Attachment 1.

2 Principle of variability, providing for the systematic provision of children with the choice of musical and aesthetic activities (as a result of which they are formed by the ability to carry out a conscious choice);

Example from experience:

From the experience of working with preschool children, I know that it happens most often) that the most desired section on the music lesson, for the guys, is the game and only the game! And in my plan, several tasks are planned in addition to this, requiring solutions in the first place, therefore, it is necessary to organize children so much, so to aim to work to involuntarily push them into those actions that I have previously planned or necessary when preparing for any holiday. And at the same time, to go from the desire of children!

Example from experience:

You can ask a question: "Guys! What we will do in the first place now!" And list: sing, listen to a new work, memorize a new verse song, or play? Children: Play! All this we will do in class, I repeat the question: what will we do in the first place that we do not really succeed? Answer: It's impossible to sing, I did not duplicate the words! Learn! It turns out that the children choose their actions themselves, I only need to bring them to the idea. (roughly speaking)

Another example:

It is necessary to work with children a rhythmic movement with toporists, to the dance of the woodcuts. I'll throw the hatchers in the hall under the children, but they are in a basket, they are not visible, they are covered with a cloth (intrigue) and say: guys, do not look and do not touch, wait, then I will say that it; We all really need it, after showing. And, I propose to play, but I myself look at the basket itself. Naturally, they are intrigued, begin to ask Show now ... The task is solved.

(More examples.

1. To be removed, leaving an empty place in the hall, what is it, remember? We will sing about this today, we will deal with this today ...

2. That I took that I was missing, remember, I will help ... Show the pantomimy image, movements)

3. Someone comes to visit or the toy brought during the classes, a story happened to her, or she was visiting, someone, someone, he won a new dance, a song, the game, wants to teach the guys.

4. Effect of surprise in class (noise, crackling, knock ... beat, that it can be from where, why, what does it look like? Would you like the same? Repeat, suffer, pretty, but only then you will do!)

5. Done in the presence of children something unusual (looking intently in the window, play with the teacher in checkers in front of children, etc.)

6. Intrigue (wait, after classes, I will say importantly; do not look, after breakfast I will come to the group and show; do not touch, it is very fragile, spoil; for example, snow fell, before the arrival of children hang up the window "Guys, Do not look yet, I have such a beautiful picture there, we will talk about it, to the listening of music)

7.The note of the note, allegedly from the head of D, the garden about the request to learn then and that!

8.Fod, with invites you to visit the kitchen and asks to do that (orchestra with spoons, with plates, other);

9. Both the children are interesting entertainment, but they need their help, learn dance, help in the same way, etc. and something ..

3.Minimax principle in which the possibility of developing a child in accordance with its individual pace and peculiarities of psyche, the level of development of musical and creative abilities and general musicality;

Example from experience:

Each particular child has its own character, temperament, rhythm and pace, their abilities, inclinations, motives and interests for something, for anything or other. At musical classes, I try to take into account and regulate the possibilities of every child, his pace and rhythm, praise, increase the self-esteem of children. Regulatory processes occurring in the classroom, take into account the individual-differentiated approach to children. The main goal of the lesson is the participation of each child, ensuring the development, achieving the growth of each, the possibility of improving skills and abilities.

With a kindergarten psychologist, we have diagnosed, to identify features, children with different typological characteristics. Determined groups that have features: "Tynete" (figures), "visuals" (viewers), "audials" (listeners).

At musical classes, in combine (and sit) children in the group of perception:

filters - participation in scenes, dance; Audials - songs, fairy tale, poems; visuals - work with attributes, to evaluate what is happening;

In individual rooms, we offer to participate in children, taking into account the degree of success of the assimilation of the program and, taking into account the degree of gifting;

For children having, weak results, I arrange additional classes, and then mini-performances in the following classes (as leading in the game, etc.)

Usage B. education of children of senior preschool ageindividual and differentiated approaches, qualitatively affects the positive attitude of children to the learning process, to increase the level of working capacity in classes, to the depth and quality of learning the program material by each child and the group as a whole.

4. Principle activities, allowing to eliminate passive perception by a child music and other art types, providing subjects in the knowledge of the aesthetic qualities of art and the surrounding world, creating conditions for the inclusion of each child in independent musical and aesthetic activities;

One of the tasks of musical and aesthetic education of preschoolers is the formation of the foundations of musical and aesthetic culture, expressed in the ability to perceive, worry and evaluate the world of aesthetic images in art and the surrounding life, recreate aesthetic experiences and presentations in creative musical and gaming activities. How to teach children to perceive, take and understand music!

Example from experience:

Let's turn to the hearing.

"Waltz snowflakes" PI Tchaikovsky. In one lesson, hearing, a conversation about impressions, the character, acquaintance (or the repetition of his work, which wrote from previously listened) by what instruments, the orchestra is executed, on the second - I propose to choose the illustration, depending on the nature of the work, as children feel, read The poem that is suitable for music (or an excerpt from the film cartoon (video from the tablet), I suggest to fulfill improvisation to the musical fragment (you can use attributes: scarves, pieces of cotton wool, wincing feathers); the third lesson is the hearing "Waltz snowflakes" and "Winter" Vivaldi, opposite by sound. Conversation: 1.zima bright, fabulous ..

2. Zima gloomy, dull. Hearing with the use of a didactic game (lay out emotion cards), motor improvisation on the excerpt "Winter" Vivaldi with the task "We are frosty winds, we relieve cold, send Studu." Fourth lesson: listening to music passages. Task: Performance by dance groups with different characters (optional). Homework: Drawings on the topic "Two Winters". In the future, the use of dance for the holiday, drawing, fairy tale.

Outcome: In independent activities, the creative abilities of the child are developing.

5. Psychological confidence, allowing to build independent activities of children in interest;

Example: In working with children, I try to take into account the psychological features of preschoolers, for this:

In a friendly form, there are conversations with parents,

Conversation about children with educators and specialists of kindergarten,

I look closely for children on your own and other classes, I often have in groups. On the day of the musical classes, in the morning I meet with the children, I am watching them, I try to give them a good location and a good mood to give them your kind and good mood so that, later, in the classroom, the children were cozy. It happens that the child, by virtue of any, reasons, feel no comfortable, I try to ask, calm, passibly. I begin to praise his appearance, clothes, encourage. If it does not work, I leave for some time, but I give a task, the capture of something, put exactly chairs, lay the game, etc. Then, I try to captivate in some kind of activity: game, fairy tale, song, orchestra, staging poems. If the child does not suit his role, then I change or add another character who may not be in a fairy tale (you will be a sun, rain, touched, stream, wind.) In a word, I try to negotiate that the child internally agrees to the proposed actions. It is important to use all children in different types of activities on their interests!

6. Projection of continuityproviding the formation and development of children in universal abilities in different age stages, which in turn will contribute to the further self-development of the individual in educational activities at all levels of education.

From the experience:

The program of preschool education MBDOU № 27 "Golden Fish" states that the main participants in the implementation of the program are: children of preschool age from 1-7 years old, parents and teachers, which are universal and continuously through the education system develop universal abilities of children at different stages of age child - from the nursery, before the issue of school,

as the foundation build your pedagogical and methodological work for further formation of cognitive interests.

and the actions of the child in various activities.

The system-active approach in musical and aesthetic education of children is organically connected with the formation of value qualities and education of the emotional-value relationship of preschoolers to art, peace and itself in the process of various forms of muses.

Example from experience:

Musical activity is available for everyone. Nature generously awarded a person. She gave him everything in order to see, feel, feel the world. Listening to his own voice, the voices of birds and animals, the mysterious shores of the forest, the leaves and the upgrade of the wind, people learned to distinguish between intonation, height, duration. So, we all from nature are musical. It is necessary to know about it and remember every adult, as it depends on it, how will his child be in the future, as he can dispose of its natural gift.

Childhood music is a good educator and reliable each life. So, therefore, it is necessary that the music more often sound in the life of children in kindergarten and beyond. About the role of the sound of music at home, what it should be in different periods of childhood childhood, what effect it has, I advise parents on parent meetings, consultations, personal meetings, informing the Golden Fish Golden Fish website and on its website. etc.

In our kindergarten "Goldfish" the sound of music in group rooms, in the bedrooms, in the pool, to the music. Zale, in the medkabababinet is the norm! After all, the more often the child will hear the classic and folk works, the works of foreign authors, the more music will like the music, the more he will love her, he will want to dance, sing, play on tools. My task, as a teacher, with the help of artistic means, through music, poetry and painting, to teach children to notice the nuances in music, feel it and, through drawings, crafts, creative activity - dancing, songs, poems, transmit impressions of emotions tested at Contact her.

"A significant aspect of the activities of children, when entering the world of musical, artistic, aesthetic culture, have game processes, which logically follows from the cultural concepts of the development of a person who creates themselves through the game.

In general, which connects the game with artistic activities and art is a picture, convention, metaphoricity, emotionality.

The process of forming musical and aesthetic culture in preschoolers involves the formation and development of the subject matter of the child based on the ability to choose, evaluate, design a variety of species organized by a teacher and a child, independent music. Estet. Activities implemented in the following forms:

MUZ.-GAME ACTIVITIES (game-fairy tale, ballet game, game-opera, game-drammatization, music-directorial game in the form of a puppet play);

MUZ. Game activity has a rich potential, which effectively affects the creative development of preschoolers.

Scientists who studied the musical game (Vetlugin, Keneman, Tarasov) note the following characteristics:

Wearing improvisational, creative, creative character, is a field for child creativity;

It is inherent in emotional fullness, tension, the effect of the inclusion, pleasure from the process, which creates an emotional field of the game;

Evaluation, fantasy, imagery, imageth of the situation, independence from external space create a field of conventionality;

The presence of direct or indirect rules, the logic of the plot and the sequence of action are determined by the content of the musical selection, and this predetermines the logical field of the game.

Disinterested, the unpredictability of the result, its integrity creates a field of freedom of musical and gaming activity.

(Pedagogue, carrying out the support of the child in the process of the organization of Muses. Activities, encourages the emotional and meaningful perception of works of art, stimulates the situations of reflection and dialogue in the interaction of children with adults and peers, directs creative activity taking into account the abilities and individual capabilities of each pupil. Criterion Music efficiency. Gaming deats. Aesthetic content are positive changes in the value-semantic field of pupils: the manifestation of interest and love for music, art, the need for musical self-expression, orientation for aesthetic values \u200b\u200bin relationships with peers, the nature and the surrounding world.

We return to the process of forming musical and aesthetic culture from preschoolers, the following form:

-Muz-creative activity (Fantasy game, plot-shaped games for the composition of plot-history based on the logic of musical speech; game-traveling with movement, impressions based on the recreation of sensations arising from the perception of music (sensation of warmth, freshness, mental touch to subjects, feeling of emotional state);

-Hood-image (drawing during the sound of music, creating drawing, crafts, transmission of aesthetic emotions of perception in the figure, etc.);

- Summer-speech activity (Reading a poem during the perception of music, selection of expressive phrases or quadrupp, relevant music. Drawing, the composition of fairy tales, stories about music. Work, melodeklamation in the process of perception of music, speech improvisation of music. images;

-Thetral-gaming activity (dramatization of the plot of a software musical work, an essay of a fairy tale or music story, dramaturgical improvisation of a fairy tale, poem, story based on the perception of a musical work);

-mUZ.-Rhythmic activities (dance and motor improvisation based on the perception of music, the composition of the musical image in plastics and movements, games with attributes, acc. Asrahtra music);

-sports and gaming activities (competitive, moving games accompanying music sounding).

Cultural approach.

This approach provides the focus of music-aesthetic education of children of pre-school education on the formation and development of a cultural personality. The need to create in kindergarten and family of a holistic cultural and educational space, which presents a variety of cultural samples of the lives of adults and children, where cultural events occur, the creation of culture and cultural education are being created.

Example from experience:

Music leaders in kindergartens, are creative and talented people, they carry musical culture in the younger generation families, create a cradle of arts, activate parents of pupils for joint actions with children:

Making games, attributes to classes, participation in joint exhibitions, quests;

Acquisitive families to participate in the holidays of kindergarten, to family visits to performances and cinemas, city exhibitions and other events.

Consult on various issues: how to spend a holiday at home? How to make tools-shusheki, homemade? and etc.

The cooperation of the musical leader is very important, and in general, the kindergarten, with the teachers of the music school ensemble chambers and the center of the culture of Oktyabrsky. Children have the ability to "live" to see musical and Russian folk instruments, hear their solo and orchestral sound, distinguish their sound from the tools of other countries and peoples, take part in various concerts. contests, expand their horizons.

The formation of a "human culture", starting with preschool childhood, involves the development of such a person, for which the values \u200b\u200bof the modern world are significant. An important role in this process performs aesthetic education that discloses the world of spiritual values \u200b\u200bfor the child and creating conditions for creative self-realization.

The cultural approach is based on the idea of \u200b\u200bthe value of the child's self-development as a creative person, in the process of education as a cultural entity "is held" through cultural meanings, experiences, the sensual tissue of which and personal meaning are embodied in the music language, then they are distributed in culture phenomena (fairy tale, theater, visual Art, dance, etc.) and reflected in the child's surrounding child.

Axiological approach.

This approach allows the development of aesthetic emotions based on the admission of a child to universal and cultural values.

Values \u200b\u200bof musical culture are familiar with the child due to the ability

perceive, worry and evaluate world of musical and in

artistic images I. re-create Its in its own musical and aesthetic activity. ABOUT

The role of adults (teacher, educator, parent) is to open the child the world of musical values, of which they can choose the meanings to solve their life problems. What is achieved by active inclusion in musical and gaming creativity, conversation dialogues, integrated classes and entertainment, encouraging the experiences of values \u200b\u200bin the conditions of interaction and support of the teacher.

Methods and techniques Organizations Music. Esthetic activities and the formation of the foundations of musical and aesthetic culture of preschoolers are divided into three groups:

I. Group Methods are focused on the fact that the child mastered the intonational dictionary of musical art and the ways of expressing a variety of aesthetic emotions (fun, joy, tenderness, strict, surprise, affection, sadness, etc.)

This group includes Two methods:

Movement to empathy and stimulating a variety of moral and aesthetic feelings. Receptions for the creation of play situations (emotional-game installation, the situation of creative expression, the situation of dialogue, etc.), bright clarity, fascination, imagery of verbal instructions, stimulation of entertaining content, explanation, conversations, receiving comparing and contrast comparison of material, etc.

The method of belief by means of art in the process of forming aesthetic perception, aesthetic emotions and feelings (taking artistic performance of music, fairy tales, poems, and others, the reception of the emotionally rich analysis of the artistic image of works and the product of children's creativity; admission to the nature of the musical, artistic and literary image).

II. Group of methods Focused on mastering the language of this or that type of art, to the perception of fine-expressive means (color, composition, rhythm, melody, pace, epithets, sample comparisons). (Involves using:

Conversation or story about the work, creating imaginary or intelligent situations, taking the story;

Modeling of means of expressiveness of art through imitation and improvisational games;

Search situations encouraging a child to practical actions and search for their own means of expressiveness in perception, performance and productive work; This method involves the use of techniques for the development of musical, poetic hearing. Visual observation, special abilities (rhythm, composition); Receptions of independent activities: compare, analyze, compare, carry out self-control and self-esteem (game-drainage, game-mood, game-thinking, "musical drawing");

III Group of methods - These are methods aimed at developing the child's artistic and creative personality and include:

- exercises reproductive (by analogy) and creative nature, involving the variability in the implementation of actions, the ability to perform actions in search and problematic situations;

1 Example from experience:

The beginning of the New Year's matinee in kindergarten. The light in the hall is turned off, no one, who did it? Under chairs - scattered marsh grass ... whose? Who lives in a swamp? Kikimor! Why did she turn off the light, wants to prevent the holiday? We are looking for a letter or note with explanations. Finding on the Christmas tree, read: it's a shame that there is no such Christmas tree in a swamp and such a fun holiday, so it got angry, the light turned off, wants to pump children. Need to draw it something, you need to do something to children? "A situation has been created, it is proposed to solve the children with your own actions, the children are offered to sing a song about the new year, sing. Kyimor comes, says, I don't like it, I don't like it, I want So! (At a slow pace, in fast, with stops, in dance, with cotton, etc.). All actions - in the form of the game!

2 example from experience:

Game: "Music Locker" - on the proposed, a variety of music, children improvise, come up with their dance movements, relevant music. Fragments.

Did-game: "Who is in the orchestra?" Cards: Choosing musicians to the orchestra - children choose cards with 3 types of music. Instruk, who took what card, such a tool and takes. 3hrow shape - play, then change. The orchestra is repeated.

- Etude On the development of creative imagination, including a series of creative tasks (receiving actions with unformed material (with real objects).

Example from experience:

Use of theatrical etudes. The children came to the classroom, in the center of the hall - lies a wand (hat, fan). Want to know whose? The music of tin soldiers ("Dance of the Fairy Dragee", the song of Musketeers), a hearing, a rifle, a conductor wand, a magic wand of fairies. How can I play with her? Actions of children. Other music, another subject);

- Reincarnation method Includes intakes of entry into the situation of role-playing interaction, immersion in the imaginary space of the artistic image created by the child.

Example from experience:

Take a familiar game about the mound: "Bu-bu" I am horny, bu-bu - I am a nosed, etc., tailed ... to discuss who is? Invented monster from a fairy tale, it happens different, seemingly terrible, and inside - unfortunate). Task: When pronouncing text, depicting grimaces on the face threatening with your hands). Play with one child, say that the next player makes another, his own. It is impossible to repeat. Play. Then compare. (You can take a familiar fairy tale or compose yourself, come up with dialogues, distribute the roles: discuss with children images. To lose. Then, swap roles, lose your hero in his own way.

- Assistance techniques empathy, creativity, complication in creating an artistic image, receiving the search for an expressive gesture, consistent with the musical manner, receiving "games in a fairy tale", voicing the character.

Example from experience:

At the heroes festival, they ask for children to help them, children play on tools, shout, pry, harness Bi.

-Gaming techniquesbuilt on improvisation of movements, melodies, plot games based on the content of the musical work (taking musical fantasy, musical plotting, the composition of musical fairy tales, operas, ballets, etc.)

Example from experience:

1. The situation is to come up with the end of the song of the song, the Song.

You can do this:

Start with conversation about the life of animals in the forest in the spring, about the character of everyone. Let's put the fairy tale "Hare and Lisa". What animals are involved there? We call. And what is their character, what habits, what kind of gait? How can you dress what tail. What ears, paws? And what music for this is needed for this? And who will be a storytellor? Who will Herroei be? Costumes distribute, we offer to make elements or your suits to parents. Involve relatives-brothers, sisters-they will be at the show of the trees. Other parents will make houses, fences, penets, Christmas trees. We begin to improvise. And what if the lick fox did not melm? Or the rooster did not want to help the hare? We come up with your story, on a new way! Show on holiday, entertainment, for children of other groups.

Medium approach.

Speaking about the environment in the musical - aesthetic education of preschoolers, we mean that it is able to influence the spiritual world of a person, develop ethical - aesthetic feelings, a high level of common and musical abilities, skills and skills of creative activity.

The subject is a spatial, developing, educational environment, filled with musically - aesthetic content, artistic-shaped material, immerses preschoolers in the emotional and aesthetic atmosphere of beauty of harmony, proportionality.

The aestheticization of the children's educational process is a comprehensive set of conditions that ensure the particular interaction of the child with the outside world, intensifying the process of developing the emotionally sensual sphere of a child, its experiences that contribute to the formation of aesthetic attitude to reality.

In our kindergarten there are many zones for organizing musical and aesthetic activities.

First, it is the Music Hall itself, which creates all the conditions for the perception of music, for dance, gaming and singing activities, watching puppet performances and participating in children.

Also, in our kindergarten there is a theater salon, a separate room for the organization of theatrical events. The room has a scene with a curtain, comfortable chairs, a music center, a projector with a screen. Here, children gather on thematic events, according to the thematic plan for kindergarten. Depending on the fact that theatrical salon is filled with the corresponding attribute: the topic "Furniture" - for the birthday of dolls, the groups are brought with doll furniture with dishes, for evenings according to the rules of the road: transportation - cars, scooters, traffic lights, road signs and other. For the topic: "Birds" - an exhibition of drawings or photo is located in the room: "My friend-Kesha" or "My homemade pet ...". Also, for children there are small literary evenings for candles, evenings of fairy tales and staging, celebrating group evenings of birthdays, etc. In bad weather, you can come here with children to play games, discuss plans the next day, remember that good it was yesterday and today, to create a view of recent holidays and entertainment, where children can look at themselves from the outside, as well as watch children's Films or cartoons.

In groups of different ages. There are corners with musical attributes, as well as various photo albums, homemade books with photos about family visits to various exhibitions, concerts, campaigns, theaters, visiting family holidays, about various home parties, jointly arranged by parents and children.

Also, in our kindergarten, there is a premises for storing adult costumes (they are stored on hangers, which preserves their external look and significantly extends operation, and special shelves and hooks are arranged for hats. Attributes for decorating the music hall are stored in large boxes, for jewelry And the grima has special leather cosmetics.

The color climate of the whole premises of the kindergarten is of great importance for the well-being of a child and its performance, so all the premises, corridors, the halls of our kindergarten are painted in calm and pleasant tones - gently lemon, lilac, pink, cream, etc. On the staircases, between floors, there are vases with alive or artificial colors (depending on the season). In the halls, on days of holidays and entertainment, playing music on the subject of the holiday. The central corridor is decorated with colorful decor, which has special pockets for photo exhibitions photos of various topics.

Aesthetically decorated educational environment creates a positive psychological attitude (installation) of the behavior of each child, predisposing it to actions according to the functions of the social process, which is what is happening in this environment and contributes to its aesthetic development.

Larisa Bukhakova
The artistic and aesthetic development of preschoolers in Dow. Direction "Music"

Report by theme:

Artistically - aesthetic development of preschoolers in Dow, direction« Music» .

From January 1, 2014, the Federal State Educational Standard entered into force preschool education(FGOS BE, approved by the Order of the Ministry of Education and Science of Russia of 10/17/2013 No. 1155. (Created on the basis of the following documents: UN Convention on the Rights of the Child, Legislation of the Russian Federation and the Constitution of the Russian Federation.)

1. Socially communicative development

2. Cognitive development;

3. River development

5. Physical development

Relevant direction Modernization of the education system is artistic and aesthetic educationas one of the main means of spiritual and moral, cultural development of personality. Here the child can most fully reveal himself, its capabilities, feel the product of its activities (drawings, crafts, vocal and musical improvisation, in one word to realize yourself as a creative person.

Oo « Artistic and aesthetic development» Includes the following directions:

Attachment to art

Fine activity

Constructive-model activity

-musical activity.

I want to tell about one of directions Oo« Artistic and aesthetic development» -musical activity.

Music In the community of all arts occupies an honorable place, as comprehensively and comprehensively affects a person.

Famous teacher V. A. Sukhomlinsky noted: « Musical Education is not upbringing musician., first of all, the education of a person, "as it plays an important role in the formation of the child's personality.

The basis musical culture preschool children is the emotional responsiveness on high-hearted works of musical art. « Development Children of emotional responsiveness and awareness of perception leads to the manifestations of preferences, wishes to listen musical workswhich are masterpieces of art, creates creative activity. " (O. P. Radins.)And through the activity of the child, which manifests itself in different kinds musical activity, through perception music and the formation of the harmonious personality of the child and development Creative abilities.

In our DW work on issues musical Education was built in such a way that in the process of the interaction of parents, the teachers with children are systematic, focused and comprehensive education preschool children, Formation musical Abilities of each child. In order to develop these musical abilities from the child, it is important to notice his tendency to certain species. musical activityin which the abilities are fully implemented. Therefore, on each age segment in the process musical development I use an individual-differentiated approach, with which you note certain changes in development of the child.

In the process of collective classes, we provide individual tasks of varying degrees of difficulty in order to make them attractive for children and not to infringe the interests. Individually - differentiated approach is necessary at all age groups development of preschool childrenBut the younger child, the more he needs such an approach. In the definition of preference, I assumes the observation of children in classes and in independent activities.

In working with children of different

the age groups are solved by the same tasks that are consistently complicated. Requirements for the quality of learned skills are complicated and rising from the group to the group.

During "Traditional" or typical musical Classes Children are trained at once several species. musical activity: Hearing, singing, music-Rimic activity, game for children musical instruments, development of creativity: song, music and gamedance. Moreover, the sequence of classes of classes is often varied depending on the complexity of the knowledge of knowledge. Tasks easier I put at the end of classes. Help to move from one type of activity to another, a variety of gaming methods and techniques help me.

In chapter "Singing" on the musical classes I use speakers - exercises from "Bookwire" Vetlogin, multiple repetition of which develops correctness and purity of intonation, also use breathing exercises before singing (breathing spout, "BUY ON CUT", "The plane buzzes", "Bee" and etc).

Repertoire in the section "Hearing" music Built in the program on the works of composers of different eras. For a more complete perception of the work by children, I use various visual manuals - literary text, symbols, cards corresponding to the nature of the play, the movement of the melody. To reproduce well-known works I use musical audio, phonet.

« Music - Rhythmic movements » help children most fully perceive musical composition, musical image. In class, follow the expressive execution of movements by children. Using folk music and musicwritten for children and recommended by the Dow program.

In question musical Education of children A special role is assigned musical Tools and children's toys that cause great interest in guys. I use them, thereby involving the kids in the sphere musichelping development their creative abilities. Musical Toys apply in plot and didactic games in junior kindergarten groups.

From the Middle Group in Dow, children get acquainted with more diverse tools and gradually acquire the skills of the game on them. In our kindergarten there is a small assortment of children's musical instrumentsFrom which you can make an ensemble or even a small orchestra.

Program DOU is built in such a way that all types musical The activities of children are closely interrelated and complement each other. So, the work that children listened, the authors offer to orchest, and to feel better music, It is proposed to learn dance movements corresponding to the nature music.

Unlike musical trainingUse music In the group organizes an educator consulting music executive.

If the in the morning in groups sounds solar major classic music Or kind songs with good text, then parting with parents in the receiving group room passes much easier and painless.

Using rhythmic music In the morning gymnastics gives a charge of cheerfulness and optimism for the whole day.

During walks and in the belling of the birthdays of children, I recommend using dance and dance games, destroyed on music classes.

For relaxation, removal of emotional and physical voltageFor a pleasant immersion in daytime sleep, you can take advantage of the beneficial effect of melodic classical and modern relaxing music, filled with the sounds of nature (rustling of leaves, voices of birds, insect robes, the noise of sea waves and the cry of dolphins, the murmur of the stream). Children at the subconscious level calm down, relax. But repertoire music To prepare for day sleep, it is necessary to change not to instill unnecessary reflexes. Teachers of our dow alternate music With reading literary works to create an atmosphere close to home.

Awakening children after day sleep will help: quiet, gentle, light, joyful music.

Music In everyday life there should be a background, the degree of sound "Not loud".

Music Can be used by teacher and in other occupations for communication with other species. artistic Activities and more complete presentation of this image.

In kindergarten music It may sound throughout the day. But this does not mean that it should sound continuously, but depending on the time of day, the type of activity, even the mood of children.

The equipment of the group should occur in conjunction with parents, where they can help in equipping a group with everything necessary, will offer assistance in the selection musical Material and write it on media. (USB flash drive, cd, cassette).

Constantly all accumulated musical Experience the child transfers to independent musical Activities in their interests and desires.

Self musical The activities of children are most brightly manifested in Muzit. Children's muscycling includes singing, rhythmic movements and the game on musical instruments.

Muizitating yourself, children sing favorite songs playing on musical Tools on your own initiative.

To the main sources of independent musical Children's activities can be are related:

- musical classes;

Holidays and evenings entertainment;

Theatrical performances and concerts;

Environment (a family).

Mandatory condition self musical Children's activities are the creation of a certain material environment - « music Corners» , "Zones", and etc.

In centers « Music and theater» Our dust toys and benefits are selected by the ages for each group, periodically updated and replenished, there are fabulous costumes, a diverse puppet theater.

The most important feature of the independent activities of children is that it is carried out with tactful, almost imperceptible leadership of adults, as it implies a special relaxed setting.

For children, help is very important - the leadership of an adult, teacher. Otherwise the desires immediately can go out if the baby has forgotten the words or a melody, and there is no one to remind them, or did not seek the right musical instrumentor not no wishing to listen (i.e. there is no relevant situation to fulfill the design).

Hence, development of independent musical activities depends:

-The presence of objective spatial educational Environment

From children's skills and skills;

- thoughtful and tactful manuals from teachers and educators.

Musical Education is carried out not only at the level preschool institutionbut also when interacting with social institutions of childhood. Our pupils with pleasure take part in rural events: Day of the village, Maslenitsa, emotional when watching outlet puppet theaters. Such events find a bright emotional response in children and adults.

Positive result in the formation of the emotional sphere of a child through musical education, its figurative thinking is difficult to obtain without direct participation of parents, so all over preschool The period is important to close cooperation and interaction.

To do this, place useful information to the parent corners, periodically update the folders - mobile, I spend the questionnaire, consultation, individual conversations of the order, etc.

A special form is the involvement of parents to the organization of leisure activities, in which they are happy to take part and not only in the learning of poems and sewing costumes, but also active direct participants.

Interesting, but requiring great training are open musical Classes for parents. It gives an adult opportunity to see their children in the process of learning all types musical activity. Parents are convinced how serious work is under development of musical knowledge of children, the formation of them art taste, creative abilities.

New forms offered in the L- « Music leader» № 8-2014:

Organize in the kindergarten meeting of parents and children with musicians and composers.

Together with parents plan, as well as offer ready-made weekend routes to concert halls, musical theaters, museums musical instruments and pr.

Inform parents about concerts of professional and amateur groups passing in institutions of additional education and culture.

-Musical The head records its learning material on electronic media (disk, flash drive, cassette) And transfers to the family.

Previously need to advise parents that with this music repertoire do.

Study musical experience of families.

It is important to attract parents to a variety of shape forms musical and artistic activities with children who contribute to the emergence of bright emotions, creative inspiration, development of communication(family holidays, entertainmentConcerts so that children constantly have interest.

To cause interest - the conditions are needed. It is impossible to expect the child to start drawing if it does not have in free access of pencils and paper, and also can not be expected from a child interest in musicif he won't hear her, will not touch musical Tools and try to musitize them. Parents on their example can show a child love for music, Call interest in it.

Here are some tips parents:

If you do not own any musical instrument, you can start to master it right now, in front of your child;

Pick quality music for listening(not necessarily classical) - Improve your own musical taste;

Read books about the life and work of famous musiciansExplore musical terms, story music and creating musical instruments;

Musicize with your child on the tools that you have at home. Arrange family orchestras;

And, of course, use any opportunity to listen live music.

The modern world is too practical and constantly hurries somewhere. And it remains quite a bit of space for creativity, but it is it capable of doing us better.

I finish with the words of the ancient Greek philosopher Plato, which for more than two millennia did not lose their values: "Rhythm and harmony deeper than all penetrate the human soul and grasphem it stronger if the upbringing is supplied correctly."

Aesthetic education provides for the introduction of preschoolers into the world of artistic culture: familiarity with cultural figures and their works, as well as the understanding of the arts of art. One of the most important tasks of aesthetic education is the acquisition of children to artistic creativity and the formation of artistic and creative abilities. All types of artistic and creative activities are closely related to various sections of the work included in the pedagogical system of pre-school education. In the process of studying with the surrounding world, including nature, on the development of speech, when reading works, when listening to music, children receive a variety of impressions, knowledge, ideas, are experiencing various feelings. All this is the basis of creativity. Of great importance in the implementation of intellectual and moral and aesthetic education of children and in the development of their creativity we will attach the integration of all types of art and artistic and creative activities.

The relevance of developing the problem of integration in relation to the aesthetic education of preschoolers is determined by the fact that integration allows you to combine the impressions of children, deepen and enrich the figurative content of children's creativity through the relationship of the articulated content of art and children's artistic activities. The integration of different types of art and a variety of artistic activities allows children to be more deeply and versatile to comprehend the images created by them, to realize the art and phenomenon of life deeper.

There are components specific to each activity. These include ways and means of creating an image. Components are determined by the specifics of one or another type of art underlying artistic activities. Thus, the perception (auditory, visual, tactile) in one way or another acts as a priority, others can only complement it: hearing and listening and motor perception acts in musical activity.

Imagination is a complex mental process based on perception images without which any artistic and creative activities are impossible. Imagination is developing in the process of various activities when children come up with add-ons to the image created by the task of the teacher, a picture, a story, a fairy tale, a riddle, driving in dance, etc. For the development of imagination use a variety of games: verbal, visual, musical, etc.

Music can be used in the process of visual activities to create a good mood. To this end, during the classes, a musical work is quiet, close on the topic that children depict, or just good calm music. The relationship of visual activities and music serves as a new content of both one and other activities, contributes to the formation of deeper and conscious knowledge and ideas. So, images of music, a theatrical game, nature enrich the visual activities of children: in their drawings, for example, clowns appear if we listen to the work of the "clowns" of the music. Kabalevsky, "Waltz of Flowers" from the ballet "Nutcracker" composer P.I. Tchaikovsky, "Autumn Song", listening to the works of P.I. Tchaikovsky "Seasons". This enriches the emotional experience of children, creates a good mood, causes a desire to act independently and actively.

Images of items and objects of reality, musical and literary works are transmitted in different kinds of artistic activities in their own way, thanks to the means of expressiveness (in drawing it is a form, line, bar, color, etc.; In the game-dramatization - intonation, facial expressions, gestures , movements; in music - tempo, dynamic shades, rhythmic pattern, etc.)

The effectiveness of the exercise of aesthetic education in general and the development of artistic and creative abilities in particular, from our point of view, is determined by the interconnected use of all the means of aesthetic education and various types of artistic and creative activities (gaming, visual, theatrical, artistic and speech, musical).

The integration mechanism is an image created by means of different types of art, artistic activity:

- In the literature, the means of expressiveness - the word (figurative definitions, epithets, comparisons);

- in theatrical activity of expressive means of dramatization - movement, gestures, facial expansion, voice, intonation;

- in the visual activity - drawing (shape, magnitude, color), modeling (shape, volume, proportion), application (shape, color, composition);

- In music - melody, rhythm, harmony, dynamics, intonation, etc.

All artistic and creative activities perform the therapeutic function, distracting children from sad, sad events, removing the nervous stress, fears, cause a joyful high spirits, soothe, create an alignment of emotional well-being. The formation of a creative personality, the creation of an emotionally favorable situation for each child, providing its spiritual development, suggest increased attention to the aesthetic education and development of the child's creative abilities, the development of his personal qualities.

Music education, musical activity - one of the central components of aesthetic education - plays a special role in the comprehensive development of a preschooler, which is determined by the specifics of music as a type of art, on the one hand, and the specifics of children's age - on the other.

"Music is the most miraculous, thinner means of attraction to good, beauty, humanity ... How gymnastics straightens the body, so the music straightens the soul of man," wrote about music V.A. Sukhomlinsky. Music develops the sphere of senses, promotes self-knowledge. It has one of the strongest emotional impacts per person: forces to enjoy and suffer, dream and sad, think, teaches to understand the surrounding world, people, their relationships. It can lead into the world of dreams, to be hostile, but can also have a positive educational impact even in cases where all other means are ineffective.

Music helps and develops the ability to recognize emotions, which can be clearly seen in the following example. Children are given in advance cards with the image of various options for facial expressions reflecting the feeling of joy, anger, sadness, surprise. After listening to the musical fragment, they raise one of the facial cards, which mostly corresponds to the emotional content of the melody. The coincidence of the image on the card with the character of music indicates the adequacy of emotional perception.

Music, providing a strong emotional impact on children, contributes to the intellectual development of the child. Listening to the musical works, the child acquires knowledge and ideas about the world. When listening to music, children begin to allocate her mood, emotional coloring: joy, sadness. Help an understanding of the emotional direction of music and special games and exercises with children.

Music education is a unique means of forming this unity, since it has a huge impact not only on the emotional, but also on the cognitive development of the child, for music carries not only emotions, but also a huge world of ideas, thoughts, images.

In the process of musical education, children will know the music of a different nature (cheerful, sad, slow, fast, etc.) and do not just know, but perceive and assimilate the specifics of various works: the author's or folk song; Lullaby, dance, polka, waltz, march, etc. Listening to music, the child analyzes it, refers to a certain genre.

The basis of the formation of musical culture of children is the music itself as a kind of art. It is important that its content is available to children caused an emotional response. Music develops the child mentally. It reflects many vital processes that enrich the ideas of children about society, about nature, about the life and traditions.

L.B. Vygotsky wrote: "... the musical work causes in a person who listens to music, a whole complex world of experiences and feelings. This expansion and deepening of feelings, its creative restructuring and makes up the psychological basis of music. "

The core of the preschooler musical culture is his musical and aesthetic consciousness, which is formed in all kinds of musical activity: perception, executive, creativity, musical and educational activities when mastering certain knowledge, skills, skills.

Individual manifestations of musical abilities in some children are very bright (which is, of course, a sign of the presence of natural deposits), others have no. But this should not be considered as proof of the lack of musical abilities. The fact is that the manifestation of musical abilities depends on natural deposits, and from education.

Education of the musical culture of preschool children is impossible without the development of musical abilities in the process of musical activity. The more active and more diverse, the more effective the process of musical development and, therefore, the purpose of musical education is more successfully achieved. Thus, the development of musical abilities is a significant prerequisite for the successful formation of musical culture.

The content of songs and copyright, and folk brings the moral charge. Children from songs will learn about nature, about friendship, how people live. Through the content of musical works, children get acquainted with relationships, rites, with difficulty adults, etc. Education of love, care, good, good relationships, the overall activities unite children, attach the child to moral and aesthetic culture. It is through the Russian folk song that a small person receives the first ideas about the culture of the Russian people. Bright artistic images, a clear composition, visual means of the language of folk songs contribute to the deep perception of children of moral and aesthetic ideas, reflecting the submission of the people about spiritual beauty.

The importance of musical activity for moral and aesthetic education is that music classes take place in the team of children, and this corresponds to the peculiarities of children's performance. K.D. Ushinsky noted that choral singing would especially bring all singing and unites them with common experiences in the "one very sensory heart". Under the conditions of joint singing, unsure children feel good for music. This creates optimal conditions for the development of each.

Thus, musical and aesthetic education is not an end in itself, but a means of versatile, harmonious development of the person. The interest of children to musical activity, which is of great importance for the comprehensive development of the identity of the child, does not weaken over the years, and more and more increases.

Bibliography:

1. Eizenk G. Objectivity and validity of aesthetic judgments // Creativity in art - the art of creativity / edited by L. Dorfman and others. - M., 2000.
2. Vanechkin I.L., Trofimova I.A. Children draw music. - Kazan, 1999.
3. Gothsdiner A. L. Genesis and the dynamics of the formation of the ability to perceive music: Dis .... Dr. Psychol Sciences. - M., 1989.
4. Creative child: Diagnosis and development of creative abilities / "The World of Your Child" series. - Rostov N / D: Phoenix, 2004.
5. Kururin O.A. Synthesis of arts in the aesthetic education of children of preschool and school age. - M., 2003.
6. Torshilova E.M., Morozova T.V. Development of creative abilities of children 3-7 years old (theory and diagnostics). - Ekaterinburg, 2001.
7. Chumicheva R.M. Child in the world of culture. - M., 1998.

Music education is not upbringing a musician, but first of all the education of man.

V.Sushechinsky.

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Music leader, MBDOU "Kindergarten № 39", Biysk, Altai Territory

Musically - aesthetic education of children in a modern pre-school educational institution.

Music upbringing is not upbringing a musician,

and above all, the education of man.

V.A. Sukhomlinsky.

Various types of art have specific means of influencing a person. Music also has the ability to affect the child in the earliest stages. It has been proven that even the intrauterine period is extremely important for the subsequent development of a person: the music that the future mother listens is influenced by the child's well-being.

Music is one of the richest and effective means of aesthetic education, it has a great power of emotional impact, brings up a person's feelings, forms tastes.

Modern scientific research suggests that the development of musical abilities, the formation of the foundations of musical culture - i.e. Music education should be started in preschool age. The lack of full-fledged musical impressions in childhood with difficulty is filled afterwards. Music has a similar intonational nature with a speech. Like the process of mastering the speech, for which the speech environment is necessary to love music, the child must have the experience of perceiving the musical works of different eras and styles, to get used to its intonation, empathize.Musical development has no replace effect on general development: an emotional sphere is formed, thinking is being improved, it is immersed with sensitivity to beauty in art and life. . Famous folkloride G.M.Naumenko wrote: "Only developing emotions, the interests, the tastes of the child can be attached to the musical culture, lay its foundations. Preschool age is extremely important for further mastering the musical culture. If a musical and aesthetic consciousness is formed in the process of musical activity, it will not pass without a trace for the subsequent development of a person, its common spiritual formation. "

Taking into account musical education, it is important to remember both the general development of children. Preschoolers have a little experience of ideas about the feelings of a person existing in real life. Music transmitting the whole range of feelings and their shades can expand these ideas. In addition to the moral aspect, the musical education is of great importance for the formation of aesthetic feelings in children: coming to the cultural musical heritage, the child knows beauty standards, assimilates the valuable cultural experience of generations. 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, therefore, the dictionary of children is enriched with figurative words and expressions characterizing the feelings transmitted in the music.

The ability to submit and reproduce the height of sounds in the melody also involves mental operations: comparison, analysis, comparison, memorization, which also affects not only musical, but also for the overall development of the child.

The development of musical abilities, one of the main tasks of musical education of children. Cardinal for pedagogy is the question of the nature of musical abilities: whether they are the innate human properties or develop as a result of environmental impacts, education and training. B.M. Peplov in their works gave a deep comprehensive analysis of the problem of the development of musical abilities. He recognizes congenital some features, human predispositions, deposit. "The abilities themselves are always the result of development. The ability to essentially is the concept of dynamic. It exists only in motion, only in development. " Abilities depend on congenital deposits, but develop in the process of upbringing and learning. All musical abilities arise and develop in the musical activity of the child. "It's not about the fact - a scientist writes - that the abilities are manifested in activities, and in the fact that they are created in this activity." This statement has become generally accepted in pedagogy and psychology.

For the development of musical abilities, children need certain knowledge. The development of a lade feeling (distinguishing emotionally painting of music is the nature of the whole work) involves the knowledge that the content of music is feelings, moods, their shift, that the image in music of any phenomena of the surrounding world always has a specific emotional color that the means of musical expressiveness (major or Minor Power, various timbre, dynamics, etc.) create a certain mood, gentle or formidable, funny or solemn, that the musical shape (the number of parts in the work) determine the change of emotional color of music, changing the nature of intonation in individual parts, etc. .

To form musical and auditory ideas, knowledge is important that musical sounds have different heights that the melody consists of sounds that move up, down or repeated at one height. The development of the feeling of rhythm needs the knowledge that musical sounds have a different length - are long and short, that they move, and their alternation can be measured or more active that rhythm affects the nature of music, its emotional color, makes more recognizable various genres . The formation of a motivated assessment of musical works In addition to accumulation of auditory experience implies certain knowledge of music, its types, composers, musical instruments, means of musical expressiveness, musical genres, forms, mastering some musical terms (register, pace, phrase, part, etc.)

Music educational activities do not exist isolated from other species. Knowledge, information about music is given to children not 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 ways to perform their execution, which also requires special knowledge: about the mercy of the nature of music and movements, 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.

Children show tendency to certain types of musical activity. It is important to notice and develop the desire to communicate with music in the form of musical activities to which he exists the greatest interest in which its abilities are fully implemented. This does not mean that the remaining types of musical activity should not be mastered. However, it is impossible not to take into account the situation of psychology on leading activities that influence the development of the personality. If these leading activities manifested themselves in preschool childhood, it is necessary to take into account the features of each child and, accordingly, to focus the process of musical education for the development of its abilities, inconsistencies, interests. Otherwise, the learning process is reduced to "shank". If training is carried out without an individually differentiated approach, it ceases to be developing.

Childhood is the time of the most optimal attachment of the child to the world of beautiful. The purpose of musical and moral education is substantiated by the public requirements of the development of modern society and is aimed at maximizing the satisfaction of the musical and moral interests of the child. "The principal restructuring of the life of our society on the basis of modern economic, social and political factors undergoing indigenous changes, with all the need causes the increase in the role of musical education of children as an important element of self-development of their personal artistic culture." The kindergarten is laid in the kindergarten, leading to the formation of worldview, ideals, tastes, needs.

List of used literature

1.Barinova M.N. On the development of creative abilities - L: 1961;

2. Aliyev Yu B. Methods of musical education of children from kindergarten to elementary school. M.: Pedagogy, 1998;

3. Philosophical Dictionary M.: Science, 1983;

5. Gogoberidze A.G. Theory and methodology of musical education of preschool children / A.Gogoberidze, V. Derkunskaya. - M.: Publishing Center "Academy", 2005.

6. How to determine and develop the ability of a child? / Sost V.M.Vomictico. - St. Petersburg: Rispex, 1996;

7. Radina O.P. Method of musical education in kindergarten. -M., 1994;

8. Tarasov GS Pedagogy in the system of musical education - M., 1986;

9. Teplov B.M. Psychology of musical abilities - M., L., 1977;

10. Methods of musical education in kindergarten / under. Ed. N.A. Llugina. - M, 1982.

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Ferry Lyudmila Vasilyevna,

Music leader, MBDOU "Kindergarten № 39", g. Biysk, Altai Territory

The use of information and communication technologies in the professional activities of the musical leader in the conditions of DOU.

"Each participant of the educational process

himself decides to keep up with the future

or flutter your heels back "

Anatoly Gin. Head of International

Laboratory of educational technologies

"Education for a new era"

Modern pedagogical technologies in preschool education are aimed at implementing the federal state educational standard for pre-school education.

A fundamentally important part in the pedagogical technology is the position of the child in an educational - educational process, attitude towards a child from adults. Adult in communicating with children adheres to the situation: "Not near, not above him, and together!". His goal is to promote the formation of a child as a person.

Technology - This is a combination of techniques used in any business, skill, art (explanatory dictionary).

Pedagogical technology- this is a combination of psychological and pedagogical plants, which determine the special set and layout of forms, methods, methods, learning techniques, educational tools; It is organizational and methodological instruments of the pedagogical process (B. T. Likhachev).

Among modern educational technologies can be attributed:

• heating technology;

• project activities;

• research technology;

• information and communication technologies;

• personal-oriented technologies;

• technology of the portfolio of the preschooler and the educator;

• gaming technology;

• technology "TRIZ", etc.

Kindergarten is part of society, and in it, as in a drop of water, reflect the same problems as in the whole country. Therefore, it is very important to organize the learning process so that the child is actively actively, with enthusiasm and interest in occupation. To help the teacher in solving this difficult task can a combination of traditional methods of training and modern information technologies, including computer.

Informatization today is considered as one of the main ways to modernize the education system. This is due not only to the development of technology and technologies, but, above all, with changes that are caused by the development of the information society, in which information and ability to work with it becomes basic value, the development of projects and programs that contribute to the formation of a person of modern society. The world in which a modern child develops is fundamentally different from the world, in which his parents grew. This makes qualitatively new requirements for pre-school education as the first link of continuous education: education using modern information technologies (computer, interactive board, tablet, etc.).

Company informatization puts before teachers - preschoolerstasks:

• to keep up with the times,
• become for the child a guide into the world of new technologies,
• mentor in choosing computer programs,
• form the basics of information culture of his personality,
• increase the professional level of teachers and the competence of parents.

The solution of these tasks is impossible without updating and revising all directions for the work of the kindergarten in the context of informatization.

The main purpose of pedagogical teams is to create conditions for identifying and developing the abilities of each child, the formation of a personality having strong basic knowledge and capable of adapting to the conditions of modern life. Informatization of education should be considered as one of the important means of achieving the goal. At the same time, there is a solution to a number of consecutive tasks: technical equipment, the creation of didactic funds, the development of new technologies of training, etc., defining the stages of the process of modernization of the education system.

The informatization of society has significantly changed the practice of everyday life.

Computer (new information) learning technology is the process of preparing and transmitting information to a trainee, the implementation of which is a computer.

Computer Functions in Pedagogical Activity

music leader.

1. Source (educational, musical) information.
2. Visual material.
3. Tool for text preparation, musical material, their storage.
4. Tool preparation of speeches.

Information technologies, such as musical classes, help solve a number of tasks:

• make material available for perception not only through auditory analyzers, but through visual. As the great teacher K. D. Ushinsky wrote: "If you enter the class, from which it is difficult to achieve a word, start showing pictures, and the class will speak, and most importantly will speak free ...". Yes, and we can say that the occupation that includes the slides of the presentation, the data of the electronic encyclopedia, cause an emotional response in children. The screen attracts attention, causes the huge interest of every child. Thus, the music director can in practice the idea of \u200b\u200bindividualization of children's learning;

• the use of a computer significantly expands the conceptual number of musical topics, makes accessible and understandable children specific sound of musical instruments, etc.;

• the base becomes for the formation of a musical taste, the development of the creative potential of the child and the harmonious development of the person as a whole.

For the formation and development of children of sustainable cognitive interest in musical classes, there is a next task: to make an interesting, rich and entertaining experience. The material must contain elements of an extraordinary, surprising, unexpected, causing interest from preschoolers to the educational process and contributing to the creation of a positive emotional learning environment, as well as the development of musical and creative abilities. After all, the process of surprise leads to the process of understanding.

The possibility of using ICT in musical education of preschoolers.

The music director can apply various ICT educational tools as when preparing for a music activity, in class (with an explanation of a new material, learning songs, dances, repetition, to consolidate learned knowledge) and on entertainment and holidays. Great assistance in the preparation and holding of musical sessions has a teacher's packaging package Microsoft, which includes other Word text editor, also electronic POWER POINT presentations.

Using the capabilities of the POWER POINT program, you can create multimedia presentations.

Multimedia presentations - electronic diameters, including animation, audio and video phrases, interactivity elements (reaction to user actions) is the most common type of presentation of demonstration materials. Using multimedia presentations is advisable both using a computer and using a multimedia projection screen.

The use of presentation tools allows you to bring the effect of visibility in classes and helps the child learned the material faster, emphasize attention at the meaningful points of the information being outlined; Create visual spectacular images in the form of schemes, diagrams, drawings, graphic compositions. In a sense, the presentation is a coming booklet or directory. Therefore, multimedia presentations from year to year are becoming increasingly popular and effective forms of conducting classes. For the teacher, this program opens up ample opportunities, as it is easy to use, almost does not require special skills, it allows you to create not only illustrative row in it, but also interactive games, tests and even cartoons. With the explanation of the new material, the creation of slides makes it possible to use animation that helps stages to submit a training material. The selection of objects, the movement of them on the slide emphasizes the attention of children on the main thing in the material studied. With the help of a computer, children can virtually wander through museums (for example, the museum of musical instruments), get acquainted with the work of composers and even learn a tantalite diploma. Children under the influence of the screen are actively developing audiovisual perception. In this case, musical and artistic images are perceived deeper, fully, brighter, because the sound of music is complemented by paintings, movements, development, and the image of paintings and images is complemented by sounds. The rapid development of multimedia presentations and the scale of their application in education is explained primarily by numerous advantages of use.

These include:

1. Information capacity - the main difference of presentations from the remaining ways to submit information is their particular saturation of the content, the possibility in one multimedia presentation to place a fairly large volume of graphic, textual and sound information;
2. Compactness - Various types of discs, USB cards, but regardless of shape and tank can be used as media for multimedia presentation, but independently of the form and capacity, all these types of media differ in compactness and convenience of storage;
3. Availability - the advantage of the presentation is that it is easy to do;
4. Visuality and emotional attractiveness - multimedia presentations make it possible to submit information not only in a convenient to perceive sequence, but also to effectively combine sound and visual images, choose the dominant colors and color combinations that will create a positive attitude to the information provided in preschoolers will contribute to complex perception and best memorizing material;
5. Mobility - everything you need to demonstrate is a carrier and computer;
6. Multifunctionality is the possibility of repeated use of one multimedia presentation, its additions to new textual and graphic materials, modifications.

The use of such information technology makes it possible to efficiently develop all types of perception in children: visual, auditory, sensual. Enable all types of memory: visual, auditory, shaped, associative, etc.

Preparation of presentations is a serious creative process, each element of which should be thought out and is understandable from the point of view of the perception of children.

Using the Power Point features, you can develop and use presentations for all types of musical activity:

• the perception of music - during the acquaintance with the work of one or another composer, using portraits, video edits for musical works, familiarity with music genres, etc.;
• music - rhythmic movements and dances - the use of mnemotablits (schemes in which certain information is laid), with which children will be able to perform various rebuildings or learn dancing elements;
• singing - according to the graphic image to learn various speakers, exercises for the development of the voice apparatus, to learn from the pictures to learn and teach songs;
• music - didactic games, developing musical and auditory views, the lade feeling and feeling of rhythm (the presentation "fun-merciless", "three genres of music", "determined Rhythm" and others);
• playing for children's musical instruments: according to the schemes to learn the parties in the orchestra.

On entertainment and holidays, you can also use slides as an illustrative, animated background of events. With the help of multimedia, such holidays look entertaining and spectacular. When making activities, the following computer programs can be used:

• VEGAS PRO 11.0 (video creation program, video editing, adding music, transitions, animations and various effects);
• Format Factoru (multi-function multimedia file converter);
• PM Nero 7 (Record program for electronic media).

Creating multimedia presentations requires the musical leader of the ability to use computer equipment and a large amount of time, which is eventually justified by increasing the cognitive interest of children to musical activity.

In everyday work, the teacher uses ICT when issuing documentation in electronic format (plans, monitoring, drawing up scenarios and entertainment, various musical and didactic games, advice on musical education of preschoolers, etc.).

So, the use of information technology tools will make the process of learning and developing a child quite effective, will open up new education opportunities not only for the child himself, but also for the teacher. Compared with traditional learning forms, multimedia has a number of benefits:

• the presentation of information on the screen in the game causes great interest in children;
• carries a figurative type of information;
• movement, sound, animation and illustrations for a long time attract child attention.

Multimedia presentations allow you to submit a training material as a system of bright reference images. When using ICT funds, various perception channels are involved in children.

Errors when using information and communication technologies:

• insufficient methodical preparedness of the teacher;
• improper definition of the didactic role and the place of ICT in classes;
• freeness, Accident of ICT;
• overloading a demonstration.

For a modern teacher should be commonplace: finding the necessary information, work with email using information networks. Information culture becomes part of a common pedagogical culture. The professionalism of the teacher includes various competence, including computer. The teacher should be used in everyday and further professional activities of local and global computer networks: be able to analyze the information received, independently find new friends and colleagues in different countries of the world, to conduct correspondence, even hear and see them.

Literature.

Internet resources:

1.Pethelina N.V. "The use of information and communication technologies in the lessons of music in elementary school.

2.Afanasyeva O.V. "Using ICT in educational process"

3. Bellakov E.V. "The concept of ICT and their role in the educational process"

4. Kruglova L. "Information technologies as part of the cultural and informational environment of preschool children."

5. Knyazeva Yu. N. The use of information and communication technologies in the professional activities of the musical leader in the conditions of DOU [Text] / Yu. N. Knyazeva, T. V. Gaus // Pedagogy: Traditions and Innovations: Materials III International. Scientific conf. (Chelyabinsk, April 2013). - Chelyabinsk: Two Komsomolts, 2013. - P. 52-54.

6.Barinova M.N. On the development of creative abilities - L: 1961;

7. Aliyev Yu B. Methodology of musical education of children from kindergarten to elementary school. M.: Pedagogy, 1998;

8. Philosophical Dictionary M.: Science, 1983;

10. Gogoberidze A.G. Theory and methodology of musical education of preschool children / A.Gogoberidze, V. Derkunskaya. - M.: Publishing Center "Academy", 2005.

11. How to determine and develop the ability of a child? / Sost V.M.Vomictico. - St. Petersburg: Rispex, 1996;

12 .. Radins O.P. Method of musical education in kindergarten. -M., 1994;

13. Tarasov GS Pedagogy in the system of musical education - M., 1986;

14. Teplov B.M. Psychology of musical abilities - M., L., 1977;

15. Methods of musical education in kindergarten / under. Ed. N.A. Llugina. - M, 1982.

Introduction

In the message of the President of Kazakhstan N.A. Nazarbayeva "New Decade - a new economic increase - new opportunities of Kazakhstan" dated January 29, 2010, says "... that by 2020 all children, both in the city and in rural areas, will be covered by preschool Education and training. We have a huge potential of the public - private partnership. Private family kindergartens and mini centers are an alternative to government agencies. I instruct the government together with the akims to develop and already in the first half of the current year to begin the implementation of the Special Program "Balapan", aimed at improving children with preschool education and upbringing. " . At the present stage of development of our state, society is a huge task of raising a comprehensively developed personality. An important role in this is playing aesthetic education of preschool children.

T.N. Doronova, B.O.Arzanbaeva, T.A.levchenko in the education program, education and development of preschool children in the Caynar kindergarten, pays great attention to the aesthetic education and attachment of children to the world of art. The program speaks of the awakening in children of emotional responsiveness to the aesthetic side of the surrounding reality (nature, painting, decorative and applied arts, music) from the second youngest group.

Music is one of the richest and effective means of education, it has a great power of emotional impact, brings up senses of man, forms tastes. The harmony of musical and aesthetic education is important for children of all ages. But no one needs it as children of preschool age. The musical impressions of them remain in memory for a long time, sometimes for life.

The idea of \u200b\u200bbeautiful in life and art is formed in childhood. Such aspect can be traced in the works of Orazaliyeva MA, Elamanova S.A., Suleimenova B.R, Mendayakova K.M., Praslova G.A., Gogoberidze A.G., Derkunskaya V.A. They consider a comprehensive method to study the arts in the life of a person particularly valuable and justified for this stage in the life of a person, they argue that for harmonic development it is necessary to the three basic arts of art: music, painting, literature. The most emotional type of art is music. It is she who enriches the perception of the works of painting, literature, contributes to understanding their content, develops aesthetic feeling. Images of art, causing resonance in the child's shower, forms an idea of \u200b\u200bgood, beauty, spiritual values.

The purpose of the study: consider music as a means of aesthetic education of preschoolers.

The object of study: the process of aesthetic education of preschoolers.

Subject of research: Music as a means of aesthetic education of preschoolers.

For the realization of the goal, the following tasks were delivered:

1) consider the essence of the aesthetic education of children of preschool age;

2) show music as a means of aesthetic education of preschoolers;

3) to analyze the program material for the musical education of children of preschool age;

4) Consider the method of aesthetic education of preschoolers through music.

Research Method: Studying and analysis of psychological and pedagogical, scientific and methodological literature on the topic of course work.

1 Theoretical foundation of the aesthetic education of preschool children

1.1 Aesthetic education of preschool children

Aesthetic education is a focused, systematic impact on the identity with the aim of its aesthetic development, i.e. The formation of the creative activity of the personality capable of perceiving and evaluating the beauty of the surrounding world, art and create it. It begins with the first years of the life of children.

Aesthetic education - the concept is very wide. It includes raising aesthetic attitude towards nature, labor, public life, everyday life, art. However, the knowledge of the art is so multifaceted and peculiar to that it is distinguished from the general aesthetic education system as a special part. Education of children by art is the subject of art education.

Acquaintance with beauty in life and art not only brings up the mind and feelings of a child, but also contributes to the development of imagination and fantasy.

In the process of implementing aesthetic education, the following tasks must be solved: systematically develop the aesthetic perception, aesthetic feelings and presentations of children, their artistic and creative abilities, form the basics of aesthetic taste.

The child from the first years of life unconsciously stretches to the whole bright and attractive, rejoices brilliant toys, colorful colors and objects. All this causes him a feeling of pleasure, interest. The word "beautiful" early enters the life of children. From the first year of life, they hear a song, a fairy tale, consider pictures; Simultaneously with reality, art becomes the source of their joyful experiences. In the process of aesthetic education, they have a transition from a challenged response to everything bright, beautiful to conscious perception of the beautiful.

Studies in the field of this issue were engaged in the famous Russian and Kazakhstan educators. S.P. Baranov determines aesthetic education as the education of the ability of full perception and the correct understanding of the beautiful in art and reality. It provides for the development of a system of artistic representations, views, beliefs that ensure satisfaction from what is really aesthetically valuable. At the same time, the aesthetic education forms the desire, willingness and ability to make elements of beautiful in all directions of being, to fight against all the ugly, ugly, lowland, and also set themselves in art.

Aesthetic perception of reality has its own characteristics. The main form for him is the sensual form of things - their color, shape, sound. Therefore, its development requires a large sensory culture.

Beauty is perceived by a child as the unity of form and content. The form is expressed in the aggregate of sounds, paints, lines. However, perception becomes aesthetic only when it is emotionally painted, conjugate with a certain attitude towards it. Aesthetic perception is inextricably linked with feelings, experiences. A feature of aesthetic feelings is disinterested joy, bright spiritual excitement arising from a meeting with beautiful.

The educator should lead a child from the perception of beauty, an emotional response to her to understand, form the formation of aesthetic ideas, judgments, evaluations. This is the work of the painstaking, requiring the ability to systematically, unobtrusively perighten the life of the child with beauty, in every way to enjoy his environment.

Pre-schools are available almost all types of artistic activities - drawing up stories, inventing poems, singing, drawing, modeling. Naturally, they have a great originality, which is expressed in naive, directly displaying reality, in extraordinary sincerity, in faith in the veracity of the depicted, in the absence of care about the audience and listeners. Already at this stage, the artistic creative abilities of children, who manifest themselves in the emergence of the plan, in implementing it in activities, in the ability to combine their knowledge and impressions, in great sincerity when expressing feelings and thoughts.

As in the game, the work of children is also manifested in other types of their artistic activities. In the picture, modeling, story, the song The child satisfies its need for an effective, figurative expression of his impressions. And here the idea first is born, and then means to implement it into life; Children combine their impressions obtained in the perception of various works of art. And in this case, the child remains as sincere as in the game: he does not just copy what he seen, but transfers his attitude towards him.

Thus, in preschool age, the sprouts of creativity are observed, which manifest themselves in the development of the ability to create an idea and its implementation, in the ability to combine their knowledge, ideas, in the sincere transfer of thoughts, feelings, experiences. However, for the development of artistic and creative abilities, children need their appropriate training. In the process, it is seized by ways of figurative expression and image of their designs in the word, singing, drawing, dance, dramatization. Training encourages the child to conscious artistic manifestations, causes positive emotions, develops the ability. The training of artistic activity skills is not only to give children knowledge and skills in singing, drawing, reading verses, etc., but also To cause their interest and the desire of independent creative activity.

Aesthetic taste is manifested in the fact that a person enjoys, spiritual pleasure from a meeting with true beauty in art, in life, in everyday life. Aesthetic taste - the concept is wide; It includes not only an understanding, the pleasure of deep, beautiful works of art, but also an understanding of the beauty of nature, labor, life, clothes. In the formation of aesthetic taste in children, a large role belongs to learning. In the classes of preschoolers, introduce the classical works of children's literature, music, painting. Children learn to learn, love their age true works of art. To know with a folk fairy tale, with works of S. Ya. Marshak, S. V. Mikhalkov, K. I. Chukovsky, listening to the works of composers, children begin to join the beauty and richness of the artistic word , music. All this gives them true pleasure, remembered and forms the foundations of the artistic taste.

Rising in children the basics of aesthetic taste, we teach them to see and feel the beauty of the surrounding, take it away. The flower is better to save on the flower, and so that he flourished and delivered the joy to others, it is necessary to care for him. The purity in the group, creating comfort and beauty, must be maintained, not to sift, remove toys and books behind them. So, in the process of upbringing and training, the tasks of aesthetic education in preschool age are carried out.

Aesthetic education is not only an extension of the horizons, the list of read books, seen by the movie, heard musical works. This is the organization of human feelings, spiritual growth of personality, regulator and adjustment of behavior. If the Omoral act repels a person with its anti-Nesthetic, if the child is able to feel the beauty of a positive act, The poetry of creative labor is talking about its high aesthetic development. Conversely, there are people who read novels and poems, visiting exhibitions and concerts, are aware of the events of artistic life, but violate the norms of public morality. Such people are far from genuine aesthetic culture. The feeling of elegant, - wrote V.G. Belinsky, "there is a condition of human dignity ...... Without it, without this feeling, there is no genius, there is no talent, there is no mind. Who did not love the poems of the Small, who to defeat in the drama only Theatrical play, and in the novel-fairy tale, suitable for occupation from boredom, is not a person ...... Aesthetic feeling is the basis of good, the basis of morality. "

Kazakh teacher-enlightener Ahmet Zhibanov wrote in 1958: "The problem of aesthetic education in Kazakhstan is of particular importance and requires a fundamental performance. The Ministry of Education should be attracted. The Ministry of Education should be attracted. The attention of the aesthetic education of the younger generation leads to an increase in the number of young, enthusiastic Only realizing the reality of the word "art belongs to the people," we believe that we have done the work on aesthetic education. "

Sultanbek Kozhahmetov in the retaliatory printing emphasizes the role of aesthetic education in the education system: "The aesthetic education aims to attach children to the beautiful, reveal the secrets of unknown beauty to turn the" thing to themselves "in the" thing for everyone ". Aesthetic education is improving the nature of a person, excites high feeling, teaches to use the treasures of art. Consequently, the teacher itself must be educated aesthetically. If the teacher himself is well versed in a beautiful, beautiful, elegant, then he will be able to reveal the aesthetic properties of objects and phenomena in front of students. In addition, the teacher is obliged to know both theoretical and practical laws of creativity, be able to create a beautiful, elegant in practice. In addition, the teacher should be informed in children's psychology, and also in the private method of a number of objects.

Developing the artistic abilities of children, their aesthetic feelings and presentations, the estimated attitude towards the beautiful, the teacher lays the foundations in which the spiritual wealth of man will continue to be formed.

Thus, aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understanding the beautiful, notice good and bad, creatively to act independently, having reached the various types of artistic activities. The objectives of aesthetic education pursue the fulfillment of the main and main community tasks. These include the development of the positive properties of a person, a visual explanation for children, what is the beautiful.

music aesthetic education preschooler

1.2 Music as a means of aesthetic education of the preschooler

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. In aesthetic education of preschoolers, music has a very important role. Music has sound nature, temporary nature, the generalization of images, being the "art of feelings", as P.I. Tchaikovsky. Music should sound not only at musical classes, but also in everyday life, in the games of children, to be included in other activities, serve as entertainment and recreation.

Music begins to sound with morning charging, creating a joyful, cheerful mood in children, activating, increasing their vitality. In the warm and dry season of the year, the song should be executed on excursions, for walks, in dance games, creating community of experiences, elevation of the mood.

Aesthetic education is aimed at developing the abilities of preschoolers to perceive, feel and understand the beautiful, notice the good and bad, creatively to act, having accessing 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 general musicality in a child.

The first sign of musicality is the ability to feel the character, the mood of the musical work, to empathize, to show an emotional attitude, to understand the musical image. Music worries a small listener, causes responses, introduces life phenomena, gives rise to associations. The second sign of musicality is the ability to listen, compare, evaluate the most vivid and understandable musical phenomena. This requires elementary musical and hearing culture, arbitrary hearing attention aimed at certain means of expressiveness. The third sign of musicality is a manifestation of a creative attitude to music. Listening to her, the child in his own way is an artistic image, passing it in singing, game, dance.

With the development of general musicality, children appear emotional attitude towards music, hearing is being improved, creative imagination is born. The experiences of children acquire a peculiar aesthetic pain.

One of the important tasks of aesthetic education of preschoolers is the education of aesthetic attitude towards art, and through it - to the whole surrounding (nature, work, everyday life).

Musical art, like any other, helps children to comprehend the beauty of the environment, contributes to the enrichment of their life experience, causes a variety of emotional experiences. Impressions accumulated from the perception of natural phenomena, as well as musical impressions, children are transferred to their artistic activities. On their basis, the child is formed artistic interests, inclinations, ability, the aesthetic taste is developing.

In kindergarten it is important to develop the aesthetic attitude of children to the surrounding, to nature. This is achieved by various means, including the means of musical art. Through the perception of musical images, causing children a variety of emotional experiences, feelings of joy, sadness, tenderness, kindness, teacher raises the same attitude towards the images of real nature. The aesthetic attitude of children to the surrounding suggests an emotional response to all the wonderful, expression of good feelings, the careful attitude towards the whole living, assessment of beautiful and in nature and in art (the assessment of beautiful, harmonious combinations, paints, sounds, etc.).

The formation of a child of the ability to emotionally perceive the beautiful in nature, music, creatively tolerate its elements in the artistic activity to a large extent depends on training. In this regard, the teacher plays a big role that helps the child to take aesthetically perceive and evaluate the surrounding, to know the natural world, comprehending its beauty and harmony through the beauty and harmony of musical sounds. Rising an emotional attitude towards the artistic ways of nature, embodied by the means of music, thereby encourages the child to understand the aesthetic and moral value of nature for the lives of people.

Solving the tasks of aesthetic education of preschoolers, it is important to take into account the existing relationship between natural phenomena and their artistic embodiment in music art, in the practical musical activity of children, as well as the possibility of the influence of the music of aesthetic qualities. First of all, children develop the ability to perceive and distinguish between the emotional content and nature of musical works. Music usually reflects the surrounding validity: expressive intonations of human speech, sounds transmitting natural phenomena (sea noise, murmur stream, bird singing, etc.), human experiences.

Thus, it can be concluded that the music is the most powerful and emotional type of art. It is she who enriches the perception of the works of painting, literature, contributes to understanding their content, develops aesthetic feeling. Images of art, causing resonance in the child's shower, form an idea of \u200b\u200bgood, beauty, spiritual values.

2 Methodical basics of music as means of aesthetic education of preschoolers

2.1 Analysis of software content for musical education of preschoolers

The fundamental renewal of the content of education and training in preschool institutions is due to the new educational policy of the Sovereign Republic of Kazakhstan, aimed at the revival of the spiritual, cultural, creating role of the education system in society. New socio-economic relations in the country make significant changes in the formation and development of the younger generation. .

In this regard, the main task of the public, family and kindergarten is the upbringing of a harmoniously developed personality with social psychology, brought up on the best traditions of the people. As a result, preschool institutions, as the main link of a continuing education system, should be included in the implementation of this fundamental goal of society and develop fundamentally new forms of education and training.

Currently, preschool institutions are given the opportunity to independently choose programs for the education and training of children. Given the relevance of the problem of formation in children of the pre-school age aesthetic perception of nature, it is advisable to consider how this aspect is presented in various programs. The program is a state document determining the direction of organizing educational work in the pre-school institutions of the republic. Each tutor must comprehensively and deeply explore the content of the program and prepare for work on it.

The State Community Standard for Preschool Education and Training of the Republic of Kazakhstan is provided by the Organization for pre-school education and training, requirements for pedagogical personnel, an increase in their qualifications and retraining, systematic assessment of the level of child development. Pedagogical work with children in preschool education and training organizations and pre-school training teams are carried out by teachers with special higher, secondary pedagogical education.

Education area "Creativity"

Purpose: Formation of the sensual emotional sphere and aesthetic taste, the development of culture of creative thinking and imagination in children of preschool age.

Painting;

Application;

Education area "Creativity":

Provide the child the opportunity to freely express their creative ideas;

Provide conditions for productive, visual activities of the child;

Study the interests, the inclination of your child and stimulate their development;

Observe natural phenomena, bring up aesthetic taste, interest in artwork;

Listen literary, musical, folk works of the Kazakh people and other peoples;

Create a situation of success;

create opportunities for creative growth of the child, studying his abilities and inclinations.

The typical education program in kindergarten provides for the physical, mental, moral and aesthetic education of preschoolers in accordance with their age and individual psychophysiological characteristics. Education is carried out in active child activity - in games, cashier, in a variety of classes, in the process of familiarizing children with their understanding the events and phenomena of public life of our country, with their native nature.

The Balbobob program has been developed in accordance with decision No. 11/1/1 of 10.26.1996 of the Collegium of the Ministry of Education of the Republic of Kazakhstan. When developing a program for leadership, the main provisions of the Law of the Republic of Kazakhstan "On Education" (1992) are taken by one of the main places in the program. Under the influence of music in children of preschool age, coordinated musical and rhythmic movements are formed. The main task of this age is to upbringing in children consistency of movements with music. During the year, children must learn to listen to music, emotionally respond to it, focus on familiar plays, learn them, collectively sing simple songs, consistently perform uncomplicated gymnastic, dance, figurative movements.

Learning to listen to songs and plays of different character. Improve listening to songs in the execution of a teacher. "Today holiday" J. Tezecbayev, "Festive" T. Popatenko, "Kazan" ("October") K. Shildabaeva. In the children of senior preschool age, the movement associated with music is always accompanied by an emotional lift, so it has a beneficial effect on the physical development of the child. Rise a sustainable nature and emotional responsiveness to the music of various character, develop sound, rhythmic, timber, dynamic hearing. Learning to distinguish with the change of characteristic musical works - cheerful, solemn. "Lullaby" G. Sviridova, "Lullaby" Kazakh folk melody E. Brusilovsky, "Azhennih Aldi" E. Kusainova. In the preparatory school, the group needs to teach children to distinguish images in software music. "Auyldagy Toy" E. Brusilovsky, "March" S. Prokofiev, "Waltz" N. Blevy. Learning to execute a song gently, affectionately, light moving sound.

The Balbobob program is a state document that determines the direction of organizing educational work in the pre-school institutions of the republic. Each tutor must comprehensively and deeply explore the content of the program and prepare for working with it.

Thus, analyzing software material we can conclude that the future of the people depends on the attitude towards children - from their rights and obligations. As a consequently, preschool institutions, as the main link of the continuing education system, should be included in the implementation of this fundamental goal of society and develop fundamentally new forms of education and training.

2.2 Methods of aesthetic education of preschoolers through music

The idea of \u200b\u200bbeautiful in life and art is formed in childhood. Many are considered particularly valuable and justified for this stage in the human life of a complex method in the study of the arts. They argue that for harmonious development requires an attraction to three basic arts: music, painting, literature. The most emotional type of art is music. It is she who enriches the perception of the works of painting, literature, contributes to understanding their content, develops aesthetic feeling. Images of art, causing resonance in the child's shower, form an idea of \u200b\u200bgood, beauty, spiritual values.

The teacher introduces children with the means of musical expressiveness: tempo, dynamics, rhythm, registers, etc. Preschoolers learn to distinguish between these means in connection with the content of the musical work. The development of children's ability to determine the nature of music, its expressive features, a bright musical image makes it possible to establish the relationship between the aesthetic qualities of nature and the artistic embodiment of its images in music.

The expressiveness of the music language, the brightness and poetry of the poetry helps the children feel the warmth and cordiality of the songs, chasing the beauty of their native nature. So, in the song "Listopad" (music. T. Popatenko, Sl. E. Avdienko) Draws a picture of autumn. The soft, leisurely sounding melody of the song causes simultaneously feeling of sadness and feeling of admiring the painting of autumn nature.

A completely different mood associated with the image of the spring is transmitted in the song "Spring" (music. 3. Levina, Sl. L. Nekrasova). It is heard in the singing of birds, the murmur of the stream, the warmth of the spring sun is felt. A wide singular melody of this song as if invites a listener to admire the paintings of the native nature - the greens of forests, the high mountains, seas, sunny valleys, flowering gardens.

Children are capable of transmitting images of different animals with the help of expressive movements: foxes in the play "This is a fox" (music. V. Kosenko), cheerful cubs in the play "Pear Pleasses" (Muz. M. Krasia), a seaman cat and an angry goat in The play, "Cat and a kozlik" (music. E. Tilicheva) and others. Listening to music, children are trying to pass the mood and a certain attitude of the author of the music to the character in their movements that emphasize the features, the character of a character. As a result, they gradually develop their attitude to these images.

The teacher develops the ability to compare and evaluate the observed phenomena from aesthetic and moral positions. The adult affects the nature of the aesthetic experiences of the child, on his attitude to everything that he sees, perceives. In each case, the teacher chooses the most suitable form of working with children. One of them is the organization of observations of natural phenomena during excursions, walks, conversations. The purpose of such observations is to teach pupils to peering into the surrounding, notice a beautiful in nature, to educate the careful attitude towards it, expand the knowledge and presentation of children about various natural phenomena.

Watching nature in vivo (on the site of the kindergarten, on a walk in the park, during an excursion to the next street), children with the help of a teacher try to celebrate seasonal changes in nature, variety of paints, sounds and forms. For example, in early spring, they watch the awakening of nature from the winter sleep, noticing how the snow melts and draw in the sun, the icicles flow, rings the spring drops. Later - how to swell the kidney on the branches of trees and appear from the ground the first green sprouts. Watching all this, they seem to listen to the "music" of spring.

In the autumn, walking in the park, the children collect multicolored leaves, view their shape, colorful patterns, listen to the sounds of autumn nature - wind noise, rustic leaves.

Thanks to observations and conversations about nature, children accumulate interesting visual and auditory impressions, which allow them more emotionally and consciously perceive the musical works, in which images of nature are transferred, and reflect these impressions in musical activity (when performing songs, dances, games, games, in Creative improvisations).

After the execution of the song "Listopad" (MUZ. T. Popatenko, Sl. E. Avdienko), children prepared for school group tried with the help of children's musical instruments to convey the mood that arose from them under the influence of the performance of the song. Smoothly leading a hand on the membrane of a tambourine, they simulated the rustle of the leaves falling on the path of the park. More active movements they portrayed wind noise. Some children tried to portray a boring autumn rain on the metal organophone, repeating the same imaginary rhythmic pattern.

In addition to direct observation of nature, the teacher can organize and view the ranges, diaposts, photographs, reproductions from paintings by artists who depict a variety of nature pictures. This specially selected teacher material teaches children to see the beauty and peculiarity of natural phenomena - the juicy greens of forests, a beautiful bend of the branches of trees, Krasnogruda Snegiree, a picturesque bunny, which is cold in the forest in winter, and draw a hut in which he can hide and warm up. His attitude to the pictured characters, children are transmitted not only in drawings. In games, dances, dance they depict the characteristic movements of birds, animals, selecting expressive movements, consistent with the music.

The teacher can offer children an unexpected, search situation when it is necessary to choose expressive movements, characteristic of a particular character, to draw the content of a familiar song, etc. The listening of music, the feeling of the beauty of musical sounds causes a response of an empathy in children and cannot but influence On the formation of the motives of aesthetic attitude to everything that surrounds them.

The use of reproductions from paintings by artists, poems, fragments from fiction during the perception of music at musical classes strengthens the artistic impressions of children, causing various associations.

During the hearing of the instrumental play "Sea" (from the entry to the Opere N. Rimsky-Korsakov "Tale of the Tsar Saltan"), children were pretended to simultaneously consider the reproduction from the painting I. Aivazovsky "among the waves" depicting the formidable racing sea. The children first noted the alarming, but the gentle sound of music. Gradually, it became terrible, as if huge waves rolled ashore, and then retired again.

It is known that the perception of instrumental music, where there is no literary text is quite difficult, so sometimes you can use the inclusion of artistic text that corresponds to the content of music. It helps children better feel the nature of the musical image. For example, before execution of the play, P. Tchaikovsky "Flashor's song" Pedagogue reads lines from the poem V. Zhukovsky "Lark". The text in this case helps children to present a bright picture of spring, hear the carefree singing of the lark. Subsequently, children seek to display their musical impressions, their attitude towards musical images in drawings. They draw the sea, a little lark or other characters who loved them.

In the songs improvisations, children learn to transfer the mood, consonant image images: sad, lyrical due to the onset of autumn or joyful, lively due to the awakening of nature in the spring.

When planning an independent artistic activity of children, the teacher takes into account the impressions gained by children, knowledge and skills acquired at musical classes, and encourages them to execute familiar songs, speakers, games associated with nature images, improvisations in children's musical instruments.

Thus, planning work, classes on musical and aesthetic education, the teacher uses such methods and techniques in their work with children who direct the attention of children to certain phenomena reflected in music, develop the ability to compare the real images of the musical works surrounding with artistic images.

Conclusion

During the writing of the course work, a large number of scientific and methodological literature on the aesthetic education of preschoolers was studied and analyzed.

Course work reached the goal, namely, the music was defined as one of the most important means of aesthetic education of preschoolers.

The tasks were solved when performing work: the essence of the aesthetic education of preschool children was considered; Music is considered as a means of aesthetic education of preschoolers; Analyzed the analysis of programs for musical education of preschoolers; The method of aesthetic education of preschoolers through music is considered.

In the course of studying psychological and pedagogical literature, it was revealed that the music is the greatest source of aesthetic and spiritual pleasure. It accompanies a person throughout his life, causes an emotional response, emotion, striving for action. Music art, directly and strongly affecting a person already in the first years of his life, occupies a great place in its general cultural development. Music is a permanent satellite of a person in his entire life.

Music is the most powerful and emotional type of art. It is she who enriches the perception of the works of painting, literature, contributes to understanding their content, develops aesthetic feeling. Images of art, causing resonance in the child's shower, form an idea of \u200b\u200bgood, beauty, spiritual values.

In the studies of modern Kazakhstan teachers, Sh. Maigaranova, K. Aimagambetova convincingly shown that the music is one of the most basic means of meaningful in the formation of aesthetic education of the child-preschooler.

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Appendix A.

"Visiting Beauty Fairies"

Complex lesson for children of senior preschool age.

Educator (reads the poem of V. Dauvalder).

How the air is clean! How the sky is clear!

Not! Morning of the year so beautiful

What summer, autumn and winter

Strong do not captivate me!

Why is spring called the morning of the year? (Answers). In the morning, the sunshine without tired sends his golden rays - it wakes up the land. And the winter dream, in which nature was immersed, fasteners and mines. Many will have to harden the sun in red, while it will melt the ice and snow, heats the ground-mother, will cause the first emerald greens on the white light, wakes the inhabitants of fields and forests.

"Morning" - the so-called musical work that I suggest you listen. Posted by his Norwegian composer Edward Grieg. (Hearing.) Try to sing a beautiful, gentle melody of this musical work. Is it really easy? What musical techniques use the composer to express the mood of the ascending sun pattern? (The sound of music is a soft and light, similar to the first gentle rays; then bright, lush, colorful and solemn - the sun rises above and above; and the whole earth appears in its golden shine.)

Picture plastic hands, body, gestures, faithful picture of sunrise, using the heard music. (Children perform a task.)

Show the color dynamics of this music. How will color saturation change throughout the sound? Use for this any available means (cubes, mosaic, color circles models, umbrellas, paints, etc.) with the maximum possible color "stretching".

And here's another product about the spring. Try to determine who is his author. He is already familiar to you. (Listening to the musical work of A.Vivaldi "Spring".) The first part of one of the concerts for the violin with the orchestra from the "Seasons" cycle of the great Italian composer Antanio Vivaldi, which is called "Spring", was performed. In this music you can hear how the nature awakens is awakening. The main topic of this part of the concert is a festive and unusable. Music mood is often changing (under the spring nature) - then cold, formidable impulses, then transparent, complaints of uncertainty. Even rolls and singing of birds sound differently - it is light and joyfully, then (after the repaid refining theme) complaints and sad and excited about.

In the middle of the music sounds threatening; Scary, as if winter winds are returned, they bring memories of bad weather. Surrounding, miserable intrusion of bird votes, winding winds are heard.

But the nature was not ragged. Just joyfully break down the smashed intonations - Spring triumphed! Think and tell me: the character, which of the pictures known to you, I.I. Levitan about spring consonant with this music? (Answers.)

Listen to how poeticly talks about the awakening of nature Russian writer M.M. Svienne. "The kidneys are revealed, chocolate, with green tails, and a large transparent drop hangs on every green keyboard.

Take one kidney, spread out between your fingers, and then all the aromatic birch resin, poplar or cherry smells

... And here are the trees among themselves: white birch with another birch white is emitted emit; Osinka young went out to the glade, like a green candle, and calls to herself the same green oxus candle, having caught a branch; The cherry cherry gives a branch with revealed kidneys.

If we compare with us - we are repelled with sounds, and they have an aroma ... "

How the author is attentive to the world of nature, as unusual he saw in the forest glade! Let us try and we see what they did not pay attention before. We will continue to travel through the country of beauty for a walk! Make your spring walk unusual: find your beauty in everything you see. Tell us about your finds.