Project organization in a music zone group. Musical environment as a means of child development. The subject-developing musical environment acts as a driving force for the formation and development of the individual, as well as the types of activities inherent in it. She contributes

(from work experience)

In our time, the problem of versatile education of a person is very relevant at the very beginning of his journey, in childhood, the upbringing of a Person in which the emotional and rational principles would harmoniously develop. Losses in aesthetic education impoverish inner world person. Without knowing true values, children easily accept false, imaginary values.

The main purpose of education is to prepare the younger generation for the future. Creativity is the path that can effectively realize this goal.

An integrated approach to education creative personality covers wide circle issues related to the problems of general aesthetic and moral education. The inextricable unity of the ideological, worldview, spiritual and artistic is an essential condition for the personality of a growing person, the versatility and harmony of its development.

The value of creativity, its functions, lie not only in the productive side, but also in the creative process itself.

Indicator creative development the individual is creativity. Under creativity in psychological research denote a complex of intellectual and personal characteristics of an individual that contribute to independently raising problems, generating a large number of original ideas and their unconventional solution. It is necessary to consider creativity as a process and a complex of intellectual and personal characteristics of an individual, inherent in many individuals.

A lot of talent, intelligence and energy were invested in the development pedagogical problems, related to the creative development of personality, primarily the child’s personality, such outstanding researchers as L.S. Vygotsky, B.M. Teplov, K. Rogers, P. Edwards.

Currently, G.V. is also studying the problems of creativity. Kovaleva, N.F. Vishnyakova, L. Dorfman, N.A. Terentyeva, A. Melik-Pashaev, L. Futlik.

Music has long been recognized as an important means of shaping a person’s personal qualities and his spiritual world. Modern Scientific research indicate that musical development has an irreplaceable impact on general development children: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and in life. The lack of full-fledged musical and aesthetic impressions in childhood is difficult to compensate for later.

The most important indicators of a child’s creativity include:

• creative activity , i.e. readiness and high level of motivation to create a new product;
• self-expressionotherwise – the child’s free choice of type musical activity, the way to implement your plan;
• intelligence, "intellectual abilities",
• “musical intelligence” - the ability to perform, compose and perceive music;
• knowledge and skills.

Factors that contribute to the development of children's creativity include:

• informational, allowing you to develop intelligence;
• social,providing support for children in the process of their creativity, providing the opportunity to communicate and exchange impressions;
• emotional, providing psychological comfort and safety.

The modern approach to education as a cultural phenomenon allows us to talk about the cultural development of the individual in the process of mastering various types of artistic activity in a specially organized environment (R.M. Chumicheva).

Considering musical education as a process of organized introduction of children to musical culture, we can talk about the musical environment as a means of introducing a child to musical culture.

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

Most general concept environment as a pedagogical tool is given in the works of Yu.S. Manuylov, developer of the theory of the ordinary approach in education. He defines the environment “as that among which the subject resides, through which a way of life is formed and that mediates its development and averages the personality.” From this we can conclude: the environment provides every child with equal opportunities to acquire certain personality traits. The environmental approach ensures the creation of a unified musical and aesthetic space in the lives of children and assumes mutually influencing and interconnected forms of music in preschool educational institutions, family and society.

The accumulation of knowledge in pedagogy about the components of the environment has led to an understanding of the need to identify zones in the environment that have various capabilities.

For a preschool child, the musical environment can be represented as a combination of several main functional zones: the environment of a preschool institution, the environment of the family, the environment of society.

In accordance with this, in our kindergarten we highlight the musical environment of preschool educational institutions, families and cultural and educational institutions.

1. Musical and educational environment of preschool educational institutions

A block of organized (regulated) musical activities: musical classes and entertainment, holidays and other activities using music (for all children).

A block of unregulated (joint with the teacher and independent) musical activity of children in a group outside of class (in warm weather - in the fresh air):

Joint with the teacher (in role-playing games using the musical repertoire, round dances, musical-didactic, musical-creative, etc.)

Independent musical activity of children outside of class (occurs on the initiative of children, is represented by songs, musical games, exercises, dancing, as well as song, musical-rhythmic, instrumental children's creativity).

2. The musical and educational environment of the family, where unregulated musical activities of children are carried out.

Joint with parents (the content is adequate to similar activities of a teacher with children in a preschool educational institution);

Independent (similar to the independent musical activity of children in preschool educational institutions).

3. The musical and educational environment of cultural and educational institutions, aimed at the musical education of children attending preschool institutions (concerts, music school or art school, opera and ballet theater performances, etc.).

This is how, by integrating the musical environment and the environmental approach in our kindergarten, close and successful interaction of children, teachers and parents, as well as three levels of organization of musical education of children and their constituent blocks, is ensured.

How does a musical environment influence the development of a child’s creativity in our preschool?

The development of a child’s creative personality is a problem that our entire team is constantly working on. kindergarten. Analyzing the results of my work on music education, I came to the conclusion that it is necessary to use the musical environment to develop creativity in preschoolers.

The environment for organized musical and creative activity in our preschool educational institution is created during music classes and holidays, which take place in the music hall, which is bright, spacious, and aesthetically designed.

Part of the hall is separated by a curtain - this is a stage where children perform musical performances and concerts for parents. Music hall equipped with technical means: there are 2 music centers, a TV, DVD player.

Musical instruments, toys, manuals, musical and didactic material are stored in the hall, in a specially designated place. A music library (cassettes, discs) with children's songs, modern, folk and classical music has been collected.

One of the forms of working with children is music classes. I give them great value. It is here that the systematic and planned development of the musical abilities of children of all age groups is carried out, and the musical culture of each child is formed. This happens through the following activities:

• perception,
• performance,
• creation
• musical and educational activities.

It is very important that children feel comfortable during music lessons. I try to build relationships with children on the basis of cooperation, respect for the child’s personality, providing freedom of development in accordance with his individual abilities. The knowledge and skills acquired during the learning process allow children to actively express themselves at entertainment events and in independent activities.

The ability to transfer the experience gained in music classes to other conditions helps to establish a sense of self-confidence, activity and initiative.

The child spends most of his time in the kindergarten group, so the group’s musical environment has great importance for musical education and development of creativity.

The organization of unregulated activities requires compliance with the following conditions. Each group has a music corner where musical instruments and didactic games, as well as a tape recorder and cassettes, on which new musical repertoire; recording cassettes instrumental music, children's songs and musical fairy tales.

Unregulated musical activities of children are carried out together with the teacher in the group and in musical circles organized by me. IN joint activities Friendly relationships develop between children, and their creative ideas are realized. Here we do not teach children, but try to interest them in listening to familiar music, express our attitude towards it, involve children in familiar musical games and exercises, conduct musical warm-ups and traditions (a morning song greeting the new day, holding a song evening once a week and so on.).

Musical repertoire for listening with children in free time We select together with teachers. Musical accompaniment for various events, listening to music, fairy tales, etc. allow you to introduce children to a variety of musical works accessible to them in style.

In consultations with teachers, we work on issues related to organizing independent musical activities for children. Together with teachers, a monthly plan is drawn up for organizing children’s independent musical activities in groups. This allows the teacher to consolidate with the children the skills and abilities acquired by the children in music classes in various types of activities.

Independent musical creative activity of children has the greatest potential for developing the creativity of preschoolers.

Independent musical activity of children outside of class arises on the initiative of children and is represented by songs, musical games, exercises, dances, as well as song, musical-rhythmic, instrumental children's creativity.

In our work we use various shapes organizing independent musical activities. One of the forms is role-playing game, when children choose a topic for various musical tasks (“looking for talent”, “concert”, “musical and literary quizzes”, “music classes”, “playing an orchestra”, “playing a theater”, etc.), assign roles , and the plot gets its development.

Another form is exercise games, in which the child practices playing an instrument or learns dance moves.

Independent activity is clearly manifested in playing music. Children's music-making includes singing, rhythmic movements, and playing musical instruments. Watching children, you can see how they look for melodies for their fun and entertainment: marching, dancing, folk and didactic games, puppet shows, often improvise their melodies. The teacher carefully guides independent musical activities according to the desires and interests of the children, helps everyone express themselves, and interest inactive children.

Independent musical activity fosters artistic taste, passion, creative imagination, shapes the child’s inner spiritual world and encourages creativity.

2. Musical and educational environment of the family

The relevance of working with parents is determined by the fact that kindergarten is the first non-family social institution in which systematic pedagogical education of parents begins. The further development of the child depends on the effectiveness of our joint work with parents.

The main problem in interacting with families is parents’ lack of understanding of the importance of musical education of children, so I, together with the teachers of our kindergarten, set myself the following tasks:

• to form among parents a strong belief in the importance and necessity of early musical development child;
• teach ways to create a musical environment, methods of musical education of children in the family;
• promote musical education of parents.

A child receives his very first life lessons in the family, so it is important from the first days of a child’s visit to a preschool institution to establish contact with parents, so that in the family, and not just in kindergarten, favorable conditions are created for the child to communicate with music.

In our kindergarten, parents are annually surveyed in order to obtain the necessary information about their musical culture (their musical preferences), their awareness of the musical development of children, and their attitude towards cooperation with preschool teachers.

I have developed various forms of interaction with families, for example consultations, seminars, parent-teacher meetings, joint holding holidays and entertainment, etc. They all give a certain effect. However, I was convinced that this was not enough, it was not enough to convince parents of the need for musical education of a child in the family, I realized that it was also important to teach them the most accessible methods of organizing this work (for example, tell them how to create a musical environment, at what age and how to start listen to music with children, what kind of music is preferable to listen to, what musical toys and instruments to buy or make with your own hands, how to organize children's party, how to create a musical “museum” at home, etc.)

With the aim of music education for parents we will organizeholding parent meetings (round tables), open days, individual consultations, as well as organizing feedback, surveys, informing parents through the “Parents Corner”, creating photo albums “My Family”, holding exhibitions of books on musical and aesthetic education (selections of pedagogical and psychological literature).

To involve parents in joint musical activities, The teachers and I conduct open music classes for parents, holidays and entertainment for parents with children, an exhibition of works by the child and his parents on the topic “Drawing Music”, the best homemade children's musical instrument.

Experience shows that thanks to the combined efforts of our kindergarten teachers and parents, their personal participation in some aspects pedagogical process, their use of methodological materials and pedagogical recommendations, audio and video recordings available in kindergarten, work on the musical education of children in general and their development creativity becomes more successful.

3. Musical and educational environment of cultural and educational institutions.

The environment of society differs significantly from the environment of preschool educational institutions and families. Therefore, we strictly adhere to the principle of integrity when organizing this environment. The musical and educational environment of cultural and educational institutions is aimed at the musical education of children attending preschool institutions. Our preschool educational institution often organizes concerts for students music school and art schools, puppet shows and drama theaters and so on.).

Information factor provides for teachers and parents to agree on the possibilities of using society in the musical education of children. Thus, the musical works that our children encounter in the philharmonic, theater, etc. should be familiar to them - they have already listened to them in preschool and family. This gives children the opportunity to enjoy encountering familiar works and to more actively and consciously strive to visit concert halls(large society) and music school (small society).

Peculiarity social factor is that children get acquainted with professional musicians, with people interested in the musical education of children. This is different emotional factor. The passion of professionals infects children and allows them to consider it as a powerful stimulating factor creative activity children. Using the opportunities of the social environment contributes to the personal growth of children - the development of their musicality in general, artistic and general culture, and creative imagination.

Thus, the musical environment as a means of introducing a child to musical culture and the environmental approach are an integral means of ensuring close and successful interaction between children, educators and parents, as well as three levels of organization of children’s musical education and their constituent blocks.

When organizing a musical environment, I like musical director I take a leading role by performing various teaching functions:

• conduct diagnostics of the environment and personal qualities of children (musicality, creativity, empathy);
• organize the musical educational process;
• advise teachers and parents on issues of musical education.

For the musical education of children in our preschool institution, a properly organized musical environment has become a means of developing the child’s personality.

Bibliography

1. Novoselova L.V. – “Developing subject environment”, M. Education, 1997

2. Kostina E.P. - "Program music education children of early and preschool age", M., Kamerton

3. Kostina E. “Musical environment as a means of developing a child’s creativity” // “Preschool Education” No. 11-12, 2006.

Natalya Zhirkina
Subject-based developmental environment for musical education of children early age

Question of organization subject-development environment Preschool education is especially relevant today. This is due to the introduction of a new Federal State Educational Standard (FSES) to the structure of the main general educational program preschool education.

In accordance with the Federal State Educational Standard, the program should be built taking into account the principle of integration of educational areas and in accordance with age capabilities and features pupils. Solving software educational problems provided not only in the joint activities of an adult and children, but also in independent activities children, as well as during routine moments.

For musical education of children requires a rich musical subject-development environment.

The child receives basic knowledge and skills in specially organized classes, and it is more effective to consolidate them in independent activities, i.e. in a group. That is why the teachers of our preschool educational institution are very thoughtful and attentive to the design and organization musical development environment in groups, strive to make it interesting, rich and accessible. When creating conditions for musical and creative development children, we take into account that the environment in all groups must first of all be comfortable and safe for the child, benefits must be accessible to children, meet hygiene requirements, life and health protection rules children.

Musical art and music activities in preschool age - remedy and the way comprehensive development child. Music It is closely connected with other types of art and accompanies the entire life of a child in kindergarten. All children join music, the content of which meets general and special objectives and takes into account age stages and individual differences.

Leading activities of our children(2-3 years) – subject, object-manipulative. Therefore the forms musical activities of children age-appropriate.

When organizing subject environment, as well as in the process of developing its components, we were faced with the problem of a lack of material funds for the purchase various equipment, benefits and children's musical instruments. No matter how paradoxical it may sound, this problem contributed to the development of creativity of teachers and parents, since many components environment were made by hand with minimal material costs

In my opinion, using non-standard musical equipment made by hand educators, is very useful because it allows for dynamism musical environment, its constant updating, and this, in turn, causes children's interest in musical activities, motivation, and then the need for it. Often these sounding attributes allow the child "hear" the world. They are easy to implement, require a minimum of materials and are functional for the tasks performed.

Independent children's musical activities are proactive, creative in nature and based on acquired experience, is distinguished by a variety of forms and is the initial manifestation of self-learning and development.

Music V Everyday life kindergarten determines its inclusion in different moments of children's activities and helps to diversify life children in a kindergarten setting.

It should be noted that when designing and creating subject areas for developing creativity children, we try to musical environment organically adjacent to the theater and art activities corner.

These types of children's activities are closely related, interpenetrating and seem to flow from one another. In the corner for theatrical activities presented different types theaters. Children enjoy acting out skits puppet theater, small tales, which "voice" with help musical instruments, and if they wish, they can sketch the plot of their favorite fairy tale.

It's gratifying to see how a doll comes to life in the hands of a child. These dolls are made by our hands educators. Great help our parents influence this.

Usage music perhaps not only on music lessons, but also in everyday life, in different regimes moments: during leisure hours, during games children, on a walk, in various activities related to artistic activity children.

The child is introduced to art not only in classes, but also in free activity.

By our forces educators in each group created subject zones for developing the creative abilities of preschoolers. Here are ours pupils have the opportunity to game form consolidate the knowledge acquired on classes: perform familiar songs, accompanying yourself on children's musical instruments; sketch the plot of your favorite song or dramatize it using costume elements.

Music and poems are heard at holidays, entertainment performed by adults and children. Decoration enhances the child’s emotional experience. Theatrical performances also require visual and musical arrangement . Vivid sights, holidays, entertainment also evoke desire children express your impressions. And the brighter they are, the more interesting the children play music.

Saturated substantively-developmental and educational Wednesday becomes the basis for organizing an exciting, meaningful life and comprehensive development of each child. Developmental the subject environment is the main means formation of the child’s personality and is the source of his knowledge and social experience.

MUNICIPAL BUDGET PRESCHOOL

EDUCATIONALINSTITUTION KINDERGARTEN No. 9

Didactic possibilities of a subject-development environment in the musical education of preschool children

Consultation for educators

From work experience

Musical director

MBDOU No. 9 Kalinkina N.V.

Ust-Labinsk

Modern children are surrounded by a rich world of sounds, the sources of which are television, radio, cinema, audio-video equipment. Children listen to music that is accessible and inaccessible to their understanding, close, interesting in theme, and music intended for adults. Therefore, the process of musical education in preschool educational institutions must be purposeful. Preschoolers are attracted to the plot, fabulousness, the world of toys, animals Real life experience For a child, direct impressions of the environment can be a breeding ground for introducing him to the art of music.

The content of musical education in preschool educational institutions creates favorable conditions for the development of the child’s potential capabilities and musical abilities. Music affects the child, contributing to the formation of a full-fledged personality, nurturing and enriching his feelings, his emotional world. If a child listens to beautiful, authentic music from an early age, then over time he develops a musical taste and his own attitude to the world of beauty. When perceiving or performing music, aesthetic feelings arise as a stable attitude towards music, containing an emotional and cognitive nature. The aesthetic sense forms musical taste - the ability to enjoy valuable artistically music. It is important to introduce children to works different eras and styles with artistic merit.

The main goal of pedagogical efforts is not the formation of a certain volume of knowledge, but the development emotional sphere preschoolers. Music only fulfills its function when the child develops emotional responsiveness, ear for music, musical abilities.

The development of responsiveness to music of a different nature, the formation of musical taste in preschool age create the foundation musical culture. The concept of musical culture includes different kinds musical activity, musical skills, skills developed as a result practical activities, musical and aesthetic consciousness.

If a child has an interest in musical activity, if music touches his feelings, if he is able to evaluate a work, then musical and aesthetic consciousness gradually rises to a higher level, on which the development of musical abilities and the general development of the child in turn depend.

What are children's opportunities for musical development at different age stages?

Before three years the child is developing musical emotions, musical impressions accumulate.

At the age of four, he listens to music for a longer period of time, he shows interest in music, in certain types of musical activities.

At the age of five, a steady interest in music and musical activities appears. Emotions and experiences become deeper, musical abilities appear.

Children 6-7 years old can control their performance based on their own experience. With the acquisition of musical experience and increased vital capabilities, children are able to listen more carefully, feel more deeply the mood of the work and its individual parts, and develop a stable interest in music and the need for it. The emotional and intellectual attitude to music is united by aesthetic emotions and aesthetic experiences of the content of the work.

Achieving the main goal - nurturing interest, love, and the need to communicate with art is possible only when children are emotionally responsive, interested, active and purposeful, which creates a favorable basis for the development of the individuality of each child.

“If a child develops an interested and enthusiastic attitude, if he admires the beautiful, the kind. Expressed in music, this solves the main task morally - aesthetic education and various musical skills are successfully formed,” emphasizes N. A. Vetlugina.

What contributes to the creation of the foundation of musical culture?

The means of pedagogical influence that shape children's interest in music and the development of musical abilities have been identified. Among them are the use of methods, techniques, visual aids, and sound aids that help children understand the content and means of musical expression.

The leading place among pedagogical means is occupied by the teacher’s own passion, brightness, professionalism of performance, and the ability to captivate children with music and words. The use of search, creative tasks, problem situations, variability of methods and techniques, types of musical activities, forms of organizing musical activities helps children actively acquire musical experience, develop independent creative activity.

In order to increase children's interest in learning, the development of children's activity and personality, it is necessary to create conditions and, above all, a subject-development environment for musical education and development.

The subject-development environment contains great opportunities in the training and education of preschool children. It can be successfully used as a form of education, as an impetus for independent musical activity, and as a means of nurturing various aspects of a child’s personality. The developmental environment and material support are not identical, but are interconnected, since material support is the basis of the developmental environment. Often the group room is filled with random objects, expensive toys that do not carry a developmental element. Sometimes games teaching aids, created by the hands of teachers, great masters and enthusiasts of their craft, last much longer than many games from well-known companies.

When organizing the educational process, the use of didactic aids and sound aids has a positive effect. They have a strong educational and educational impact on the child, as they provide clarity and authenticity. By influencing the senses with complexes of colors, sounds, intonations, didactic aids and sound aids evoke a variety of sensations in the child. With the simultaneous influence of several stimuli, temporary connections are formed between the analyzers themselves, an association of sensations arises, which leads to an increase in emotional tone and level of performance.

As practice shows, what is perceived emotionally is remembered deeply and for a long time. The latter is very important, since a child’s reduced emotional state is one of the factors reducing his performance, and boredom is the most powerful factor in fatigue.

Researcher M. S. Grombak, distinguishing that interest in learning is the main source of increased performance, considers it in two aspects: as the attractiveness of an object or type of activity and as a feeling of “interesting”. After all the main objective Teaching preschoolers is not so much about ensuring that they learn a certain amount of knowledge, but rather about developing their mental activity.

Consequently, in the process of conducting music lessons, there should be an interweaving of the informational and aesthetic, and the interpenetration of the emotional and cognitive. Thanks to the combination of emotional, figurative and logical components of musical material, the child’s cognitive activity is enhanced and favorable conditions are created for the creative comprehension of new things. Careful selection didactic materials in a music lesson and the integrated use of equipment helps to properly plan work with children. The teacher’s task is to adapt the necessary tool to the specific conditions and capabilities of children, taking into account their individual characteristics.

The status of preschool institutions has changed, which are executors of requests from parents who are interested in what program the child care institution operates under, whether preparation for school is guaranteed, whether there are studios, clubs, gyms, etc. Often in preschool educational institutions you can see a rich subject environment that cannot be called developing. The reason is that there is no focus on the age of children, on their individual capabilities, characteristics and interests.

REQUIREMENTS FOR THE ORGANIZATION OF A SUBJECT-DEVELOPMENT ENVIRONMENT

IN MUSICAL EDUCATION:

1. The organization and arrangement of objects in the developmental environment must be rational and logical. Musical and theatrical areas are located next to the literary center.

2. The developmental environment must meet age characteristics and needs and have distinctive features. For children of the third year of life, a relatively large space is needed where they can actively move. Children of the fourth year of life need a large number of attributes (crowns, hats, bags) as they strive to be like adults. Children in the older group have a need to play with peers and communicate, the fulfillment of which can be achieved through theatrical and musical-didactic games.

3. The subject-development environment should include not only stationary, but also multifunctional play equipment (screens of different sizes, benches, objects in boxes, pieces of fabric, scarves, dresses, shoes, hats, elements of various costumes). Children try all this on and change something from the standpoint of their children's interests.

In each age group, conditions must be created for independent active action with a variety of materials-attributes, children's musical instruments, and musical and educational games.

Children should have the right to choose items for sale individual interests and needs.

The location of developmental items should be comfortable, convenient, cozy and free to move.

The design of a subject-developmental environment must meet the requirements of aesthetics, attract the attention of children, and encourage active actions in it.

All age groups need a place to relax where they can listen to music, musical tales, play musical and educational games.

From the age of three, a child in the group should have an inviolable place where personal property is stored: jewelry, a mirror, postcards, badges, gifts, toys.

10. It is necessary to comply with safety precautions when interacting with objects of the developing environment in order to protect the life and health of children.

11.The developing environment must meet sanitary and hygienic requirements. Furniture and screens should be appropriate for the child’s height. It is better to place the hats in plastic pockets, which can be easily hung on the child’s chest using a ribbon. Children's musical instruments, such as pipes, pipes, harmonicas, clarinets, saxophones, etc., must be stored in closed boxes and only allowed to be played by one child, after which the musical instruments are processed. Objects of the developmental environment should be durable, light and not bulky. It is necessary to consider how the child will play - sitting or standing.

Chebotkova Marina Leonidovna,

musical director

MDOBU combined type

“Kindergarten No. 19 “Rodnichok”, Kudymkar

Development organization educational environment on music education with preschool children

in the context of the implementation of the Federal State Educational Standard

"Music is called a mirror

human soul"

"emotional cognition"

B.M.Teplov

Today, a new system of Russian preschool education is being formed in society, despite the fact that it is undoubtedly one of the best in the world. In connection with the introduction of new Federal State Educational Standards for preschool education It has become urgent for teachers to rethink the content and forms of work with children. A wonderful preschool teacher, T.S. Komarova says: “You need to constantly work with children, promote them, lead them to development, because nothing happens by itself,” since preschool age is characterized by many psychologists as containing great unrealized opportunities in understanding the world around them. Integrated educational activities proposed by the Federal State Educational Standards will help us reveal them. Integration is of great importance for increasing the effectiveness of the upbringing and education of children at all levels of education from early childhood to the release of children to school. Consequently, children learn to communicate freely and express their thoughts, which is an integral part of working with preschool children.

I build my work on the basis of the educational program for musical education and training of preschool children “Ladushki” by I. Kaplunova, I. Novoskoltseva Saint Petersburg. The program is built on the principles of attention to the needs of children, creating an atmosphere of trust and partnership, the relationship between aesthetic (musical) and intellectual development child, i.e. interpenetration (integration) of music with others educational areas training.

Forming in children an aesthetic sensitivity to works of art, cultivating artistic taste, a conscious attitude towards both domestic and world musical heritage, introducing to Russian folklore, in close relationship with teachers, through theme weeks, I rely on the program “Musical Masterpieces” by O.P. Radynova, on the author’s rhythmic program “Rhythmic Mosaic” by A. Burenina, “Dance Rhythmics” by Suvorova, I use elements of the regional program “ Father's house» T.E. Totmyamina, M.E. Galkina. Thus, I constantly replenish the subject-spatial environment.

In accordance with federal state educational standards, the preschool institution switched to comprehensive thematic planning, which made it possible to organize work in close cooperation with teachers. The choice of topic also determines the selection of educational areas for it that will comprehensively reveal its content to the child. These are topics such as: “Safety Week”, “Autumn Week”, “Professions Week”, “Animal Week” and others. For example, the children of the older group on the topic “Autumn!” actively shared their vivid impressions about last summer. The emotionality of these impressions had a beneficial effect upon becoming acquainted with classical works music, song and musical-rhythmic material, with masterpieces of artistic and poetic art, the content of which corresponded to the sunny summer mood.

When the summer theme smoothly turned into autumn, the children felt with the strings of their souls the soft changes in colorful shades, both in nature itself and in music, painting, and poetry. The children perceived the transition from lyrical thoughtfulness and light sadness to the melancholy withering of nature as the discovery of fabulous transformations that they noticed with teachers on a walk, in painting, and poetry. And already other colors appeared in the drawings, in singing the voice sounded more melodious and melodic, soft plasticity appeared in movements, and special expressiveness appeared in poetic reading.

The result of the final events, an exhibition of drawings and a photo exhibition “How we vacationed in the summer,” “ Autumn colors”, entertainment “Gather the Harvest”, etc.

When staging a play, we develop stage skills, the result of which is the performance of the play.

And educational areas such as music, health and physical education have always been closely related to each other. Morning gymnastics to music, which includes the main types of walking with changes, dance movements (jumping, galloping, stomping with a turn of the body, “squatting”, etc. Carrying out outdoor games to music allows you to solve the same problems that are important both for musical education and for physical education - this is the preservation of health and the development of physical qualities for carrying out musical-rhythmic activities, strengthening the muscles of the body, developing the flexibility of plastic movements, the ability to maintain posture, of course, the formation of a sense of the metric pulsation of music, the ability to hear its end , distinguish musical form constructions, means of representation, character. Teacher physical culture brings into the lesson to reinforce this or that dance movement, the rearrangement that is necessary to perform a musical exercise.

Also physical minutes, finger games, massages, articulation gymnastics. The considered connections between music and other educational areas make it possible to create integrated cycles - joint creative activities, the constituent elements of which complement and enrich each other, enhancing the cognitive effect.

Creativity is the most essential and necessary characteristic of teaching work. We, teachers working in the context of modernization of the education system, still have to creatively comprehend the new content of the educational process. It depends on us, teachers, what our children will be like, what they will take away from childhood. Let it be the wealth of the soul received from communication with the high muses of art, where music, painting, poetry and dance are intertwined into a single whole.

Literature:

1. Vorobyova D.I. “Harmony of Development: Integrated Program for the Intellectual, Artistic and Creative Development of the Personality of a Preschooler” St. Petersburg: “Childhood-Press” 2010

2. Borovik T. “Sounds, rhythms and words” Minsk 2008

3. Burenina A I “Musical palette” No. 2, No. 4 – 2014

4. Stepanova A V “Innovative pedagogical activity in modern preschool educational institution" year 2014

Goal: increasing the level of competence of teachers in creating a musical subject-development environment in groups, mini-centers, promoting the harmonious musical development and self-development of children with its subsequent formation and bringing it into compliance with the requirements of the Federal State Educational Standard for Education.
Tasks :
1. To introduce into practice new approaches to the organization of the musical subject-development environment of preschool educational institutions, ensuring the full musical development of preschool children within the framework of educational preschool programs taking into account the requirements of the Federal State Educational Standard of Education;
2. Organize a developing musical environment that promotes the emotional well-being of children, taking into account their needs and interests;
3.Create conditions for providing different types of musical activities for preschoolers (play, motor, intellectual, cognitive, independent, creative, artistic, theatrical) taking into account the gender characteristics of pupils;
4.Promote cooperation between children and adults to create a comfortable educational musical subject-spatial environment.
The musical subject environment in groups should be focused on the material covered in the lessons and the individual capabilities of the children. Not a single type of musical activity can fully develop on a pure verbal level, outside the subject-spatial environment.
The content of a musical developmental environment should be focused on the leading type of activity of preschoolers, systematically become more complex by age, and be problematic in nature. All this allows children, acting with familiar and less familiar objects, to reflect, think, compare, model and solve problematic situations, create.
Musical subject-development environment in groups of preschool educational institutions is organized into three main blocks:
music perception
music playback
musical and creative activity.
Each block, in turn, provides for an orientation towards the integrity of a certain type of children's musical activity.
The design of music mini-centers in groups of younger preschool age has a plot basis, in older groups it is didactic.
The structure of mini-musical centers is designed in the form of modules that have integrity and at the same time transformative details that arouse keen interest in children. The musical object environment is commensurate with the eye, the actions of the hand, and the growth of the child. The aids of the developing environment are of good quality, aesthetically pleasing, attractive, easy to use, and evoke a desire to act with them.

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

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

When creating musical zones in a preschool educational institution, it is recommended to consider:
1. Feasibility of area placement, accessibility of equipment for children, storage.
2. Variety of equipment.
3. Accounting age characteristics children.
4. Aesthetic design of the music area and aids located there.
5. Possibility of moving equipment to other places.
Classification of equipment for music zones:
1. Material for creative role-playing games- soft toys, illustrations, fake musical instruments, lotto-type aids, etc. (fake musical toys are intended to create a play situation in which children, imagining themselves, imagine themselves as musicians.
2. Children's musical toys and instruments for creative music making:
· with a chromatic series, diatonic pentatonic series (piano, metallophone, accordion, flute, etc.);
· with a fixed melody (organs, organs);
· with one fixed sound (pipes):
· noise (tambourines, rattles, drums, maracas, etc.)
3. Musical and didactic games and manuals:
music lotto, stave, ladder, geometric figures for conditional
designations of parts of a work, etc. These manuals are used for the development of sensory musical abilities, familiarization with the elements of notation (most often according to the manual by N. A. Vetlugina “Musical Primer”).
4. Audiovisual aids: transparencies, CDs, phonograms, audio and video cassettes, video discs).
Junior group
- Albums with pictures for songs learned in music classes (or wonderful cubes)
- Flannelgraph, figures for flannelgraph (large and small animals, birds, musical instruments, transport)
- A music library with recordings of children's songs (tape recordings of songs learned and rehearsed with children performed by the music director, children, teacher, sounds of nature)
- CD player
- Attributes for musical and didactic exercises for the development of pitch, dynamic and rhythmic hearing in children. For example, for the development of pitch hearing - “Bird and Chicks”; timbre hearing - “Guests have come to us”, rhythmic hearing - “Who is walking as they go”, dynamic hearing “Bells”.
- Silent instruments: balalaika, silent keyboard with stand, accordion.
-Sounding: accordion, drum, tambourine, spoons, rattles, rhythmic cubes, bells, singing tops.
-Ladder of 3 steps, hand signs.
-Any toys (2 ducks, 2 nesting dolls - large and small), handkerchiefs, masks, ribbons, plumes, elements of mummery.
- Noise instruments - jars, mittens with buttons, bottles with different fillings: peas, acorns, pebbles.
- Tree and 2 birds (above and below)
Middle group
-An album with pictures for songs learned in music classes in previous groups (possibly several albums: by seasons, about animals)
- Children’s drawings made at home to their favorite songs;
-Flannelograph with figures of animals, birds, images of musical instruments, transport;
-Figures for singing and jokes, to use them to lay out rhythmic patterns on flannelgraph. For example: big and small cockerels for the song “Cockerel”, suns for r.n.p. “Sun”, balls, flags, Christmas trees, airplanes, etc. (6 small and 4 large)
-A library of songs learned by children in a given age group, in previous groups, currently being learned (in recordings performed by teachers, children).
- CD player
-Musical and didactic games for the development of emotional responsiveness, musical memory, musical thinking and games that help solve previous problems age group. For example, for the development of pitch hearing - “Swing”, for the development of rhythmic hearing - “Who walks as they go” (complication due to the introduction of different types of games); for the development of dynamic hearing – “Bells”; for the development of musical memory - “Sing a song based on the picture.”
-Unvoiced record player, balalaikas, violins, pipes, accordions, mute keyboard with stand.
-Toys-instruments: rattles, spoons, drums, tambourines, metallophones, rhythmic cubes, bells, maracas, whistles.
-Cards with tools, handkerchiefs, masks, costume elements.
-Ladder of 4 steps (2 toys large and small)
-Five removable rubber bands, stave.
-Hand signs (4 tbsp.)
Senior group.
-Flannelograph, chips (long and short stripes, large and small circles, flowers, Christmas trees - 6 small and 4 large), pictures for the flannelgraph to create the plot of a song, dance (modeling)
- Albums with drawings for songs (“Musical ABC Book”)
-Albums with drawings for songs that children loved (possibly original ones, with drawings by one child)
-Attributes for music. fairy tales (pictures for flannelograph), for dramatization (“Turnip”, “Teremok”)
-Pictures for the development of poetic and song creativity in children (for example, to the poems of A. Barto) “The bee is buzzing”, “The steamer is humming”, “The doll is dancing”, “The doll is sleeping”, “The horse is galloping”, “The bear”, “Airplane” "Magic Pictures."
-Toy microphone.
-Phono library with recorded songs: sounds of nature, music. fairy tales.
- CD player
-Musical and didactic games: for the development of pitch hearing “Three Bears” or “Merry Dolls”, for the development of dynamic hearing “Bells”, for the development of the ability to distinguish the duration of sounds (long, short sounds, dotted rhythm) “Rooster, hen, chick” ; to distinguish genres musical works: song, dance, march “Three Whales”
-Unvoiced instruments: balalaika, mute keyboard with stand, accordion -3 pcs. of different sizes).
In the picture: pipe, violin, saxophone, button accordion, accordion, accordion, flute, whistles, triplet.
-Instruments: rattles, spoons, drum, tambourine, metallophone, bells, maracas, rumba, triangle, rattles, xylophone, music. hammers, various homemade noise instruments: keys, bottles, felt-tip pens, mittens with buttons on a hanger. Kinder jars with different fillings, several of the same (Hoop No. 3 2006, “Music director No. 3 2007”)
- Plastic cubes (stick pictures of songs on the edge)
-Ladder -5 steps (toy B. and M.)
-Handkerchiefs, masks, ribbons, costume elements.
-Staff, sheet music
-Hand signs (5st.)
-Portraits of composers
Preparatory group
-Flannel, sheet music.
-A manual for teaching children the ability to determine the form of a work.
-Pictures for creating plots for familiar songs: to encourage poetic and song creativity.
-Rebuses with names of notes in words
-Drawings with the texts of nursery rhymes for which you can come up with a song.
-Pictures with musical genres (song, dance, march) to encourage song creativity.
-Illustrations for musical fairy tales
-Attributes for fairy tales and songs for their dramatization.
-Phono library (cassettes with recordings of songs performed by adults, children, individual cassettes for self-recording of your musical poetry)
- CD player
-Albums with drawings for songs learned with children this year and in groups of previous ages.
-Albums with children’s drawings of their favorite songs.
-Plot pictures that encourage song creativity.
- Musical and didactic games (the same as in senior group, but with complicated tasks)
-Unvoiced record player, balalaikas, violins, pipes, saxophones, accordions.
-Instruments: rattles, spoons, drum, tambourine, metallophone, rhythm. cubes, bells, maracas, castanets, rattles, xylophone, button accordion, accordion, noisemakers on a hanger (see in the older group)
-Ladder 7 steps, hand signs
-Song notes (large), staff, stripes (6 small and 4 large)
-Handkerchiefs, masks, ribbons, kokoshniks.
-Portraits of composers.

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

An effective means of enriching children’s independent activities is music, especially children’s songs, which should firmly become part of the everyday life of the kindergarten. It can sound on walks, during morning exercises, on holidays.

Music becomes one of effective means that ensure a positive emotional state of the child in the preschool educational institution. Thanks to this, the preschooler successfully demonstrates himself in all types of activities.
We enrich children's independent activities with the help of music.
We actively use music during routine moments and independent children’s activities. In addition to using music in organizing the pedagogical process, we enrich almost the entire educational process with music.
We are updating the music corner, distributing song material into different thematic corners to organize children’s independent work. This is audio and video material, all kinds of albums dedicated to songs from children's cartoons and films. For children who can read, you can use the karaoke function. Musical material is updated once a month. The number of songs in each thematic corner can vary from 1 to 5.
We conduct a sightseeing tour of the group together with the children to familiarize themselves with and enhance their independent use of the environment. Teacher with help game character tells children about the contents of each corner. Then he explains the principle of working with a music album and plays out the song. At the same time, he prepares the attributes together with the children.
Children.
Positive dynamics in the development of interest in music;
Enrichment musical subculture;
Developing the desire and desire to use music in everyday activities;
Development of independent musical activity.
Parents.
Increasing parents' interest in children's musical activities;
Interest in the problem of selecting a song repertoire for a child.
The desire to create a musically enriched environment at home.
Teachers.
Understanding the need for collaboration in a solution common tasks musical development of children.
The emergence of interest in the problem of musical education of children among teachers.
A creative approach to designing a musically enriched developmental environment.
Musical director.
Assisting the teacher in selecting a musical repertoire for organizing routine moments and organizing educational activities.

Musical subject development environment MBDOU