Creation of a musical subject-specific development environment in the pre-school. Federal State Educational Standards in Music Education. Independent musical activity of children contributes to the development of such personality qualities as initiative, independence, and creative activity. Role of education

Musical subject-developmental environment in a preschool educational institution.

Target: to increase the level of competence of teachers in creating a musical subject-development environment in groups (mini-centers) that promotes 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 organizing the musical subject-development environment of preschool educational institutions, ensuring the full musical development of preschool children within the framework of educational program Preschool educational institution taking into account the requirements of Federal State Educational Standards for preschool 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.

Everyone knows and has been proven by scientists that music enriches spiritual world child, influences his development creativity. Development musical abilities depends on psychological and pedagogical conditions and, of course, on a well-organized 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.

The musical subject-developmental environment in preschool groups is organized into three main blocks:
music perception
music playback
musical and creative activities.

Each block, in turn, provides for an orientation towards the integrity of a certain type of children's musical activity.
Design of mini music centers in junior groups preschool age has a plot basis, in the older version - 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.

Junior group
- Albums with pictures for songs learned on music lessons(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)

Average gru ppa
-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 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 problems of the previous 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 elastic bands, stave.
-Hand signs (4 tbsp.)

Senior group pa.
-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 of 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, notes.
-Hand signs (5st.)
-Portrait of composers D. Kabalevsky (“The Bunny Teases the Bear Cub”), P. Tchaikovsky (“The Doll’s Disease”), R. Schumann (“Soldier’s March”)

Preparatory group ppa
-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 from musical genres(song, dance, march) to encourage song creativity.
-Illustrations for music. 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 the older group, but with more complicated tasks)
-Unvoiced record player, balalaikas, violins, pipes, saxaphones, 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.

Musical subject-development environment of preschool educational institutions

4. Audiovisual aids: transparencies, CDs, phonograms, audio and video cassettes, video discs).

Approximate content of music zones by age groups

List of materials for children from 2.5 to 4 years old (1st and 2nd junior groups):

Lefty dolls;

Figurative musical “singing” or “dancing” toys (cockerel, cat, bunny, etc.);

Toy instruments with a fixed sound - organs, organs;

Toys-instruments with a sound of indefinite pitch: rattles, bells, tambourine, drum;

A set of unvoiced figurative instruments (accordions, pipes, balalaikas, etc.);

Attributes for musical outdoor games;

Flags, plumes, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes, etc. for children's dance creativity (by season);

Table screen with glove toys;

Tape recorder and set of software audio recordings;

Singing and moving toys;

Musical pictures for songs, which can be made on a cube and in the form of a large album or individual colorful illustrations.

List of materials for children 4-5 years old (middle group kindergarten):

In the music area for independent activities of children 4-5 years old, it is advisable to have manuals for junior group(listed above), and additionally:

Glockenspiel;

Noise instruments for children's orchestra;

Little books “We Sing” (they contain bright illustrations for familiar songs);

Flannelograph or magnetic board;

Musical and didactic games: “Three Bears”, “Recognize and Name”, “In the Forest”, “Our Orchestra”, “Seven-Flower Flower”, “Guess the Bell”, etc.;

Attributes for outdoor musical games: “Cat and Kittens”, “Hen and Cockerel”. “Hares and the Bear”, “Pilots”, etc.;

Musical ladders (three-step and five-step), on which there are small and large birds or a small and large nesting doll;

Ribbons, colored scarves, bright plumes, etc. (attributes to dance improvisations for the season;

Table screen and set of toys;

Musical toys (sounding and noise) for creative music making:

A tape recorder and a set of software audio recordings.

List of materials for children 5-6 years old ( senior group kindergarten):

In addition to the middle group materials, the following is used:

Rattles, tambourines, drums, triangles, etc.;

Musical toys-instruments with diatonic and chromatic sound (metallophone, piano, button accordion, accordion, flute);

Homemade musical toys (noise orchestra);

Portraits of composers;

Illustrations from the “Musical ABC Book”;

Musical and didactic games: “Bee”. “Musical Lotto”, “Recognized and Named”, “Steps”, “Repeat the Sounds”, “The Three Little Pigs”, “Magic Top”, “Musical Train”, “Guess What Sounds”, etc.;

Attributes for outdoor games (“Round dance in the forest”, “Raven”, “Cat and Mice”, etc.);

Children's drawings for songs and familiar pieces of music;

Screens: tabletop and screen according to children's height;

Three-, five- and seven-step musical stairs - voiced;

Attributes for children's dance creativity: elements of costumes for familiar folk dances;

Multi-colored feathers, multi-colored gloves for musical improvisations behind a screen and other attributes;

Attributes for dance improvisations according to the season - leaves, snowflakes, flowers, etc.):

A tape recorder and a set of software audio recordings or discs.

List of materials for children 6-7 years old (preparatory group of kindergarten):

Musical instruments (maracas, tambourines, harp, children's piano, metallophone, bells, triangles, flutes, drums, etc.);

Portraits of composers;

Illustrations on the theme “Seasons”;

Pictures for the manual “Musical ABC Book”;

Albums: “We draw a song” or “We draw and sing” with children’s drawings, in which they reflect their emotions and feelings about the pieces of music they listened to and their favorite songs;

Graphic aid “Emotions” (cards depicting faces with different emotional moods) for determining the nature of the melody when listening to works;

Albums for consideration: “Symphony Orchestra”, “Folk Instruments”, “Dances of the Peoples of the World”, etc.;

Musical ladders (three-, five- and seven-step - voiced);

A set of homemade instruments for a noise orchestra;

Musical and didactic games: “Three Little Pigs”, “Three Flowers”, “Musical Umbrella”, “Rhythmic Lotto”, “Find the Strawberries”, “Rhythmic Cubes”, “Name the Music Composer”, “Funny Record”, “Musical Chicks” etc.;

attributes for outdoor games (for example, “Hello, autumn”, “Cosmonauts”, etc.);

Attributes for children's dance creativity, costume elements for familiar folk dances (kerchiefs, wreaths, hats) and attributes for dance improvisations according to the season (leaves, snowflakes, flowers, etc.); multi-colored gloves, plumes, gauze or scarves, multi-colored ribbons, multi-colored feathers for music and dance improvisations;

A tape recorder and a set of software audio recordings or discs.

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Introduction

1. The concept and principles of organizing a subject-development environment

2. The role of a musical subject-development environment in the upbringing of a preschool child

3. Specifics of the organization and design of a subject-development environment for preschool children

4. Approximate content of music zones by age groups

5. Reasons for preschoolers’ disinterest in music zones

6. The role of the teacher in the development of independent musical activity of children

Glossary of terms

Conclusion

Bibliography

Introduction

It is known that today's children are surrounded by a rich world of sounds, the sources of which are television, radio, cinema, and 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 plots, fairy tales, the world of toys, animals. The real life experience of a child, direct impressions of the environment can be a breeding ground for introducing him to the art of music.

The problematic nature of the musical environment and the subject situation gives rise to questions in children, feeds their initiative, imagination, and encourages creativity. The attributes of culture that the child actively appropriates give him the opportunity to independently analyze the emerging new situation, be free to choose his own actions, and independently organize his activities.

The objective world of childhood is not only a play environment, but also an environment for the development of all specific children's activities, none of which can fully develop outside the objective organization. Activities in an enriched subject-developmental environment allow the child to show inquisitiveness, curiosity, learn about the world around him without coercion, and strive for a creative reflection of what he knows. In the conditions of a subject-developmental environment, the child realizes his right to freedom of choice of activities. He acts on the basis of his interests and capabilities, the desire for self-affirmation, and does not engage in activities according to the will of an adult, but according to at will. This approach to organizing children's activities already contains a mechanism for self-development and self-realization of the growing personality.

The direct influence of the environment begins from an early age. Every year the child changes, learns a lot of new things, enriches his experience and accumulates information about the world around him. In the process of child development, the environment not only determines the conditions of his existence, but also largely forms the basis for the formation of needs.

The musical development of a child is determined not only by classes with a teacher, but also by the opportunity to play independently, experiment with musical toys, and freely engage in creative music-making. Independent creative activity of a child is possible provided that a special subject-development environment is created. A well-organized musical subject-development environment helps to maintain the emotional well-being of children and their aesthetic development. education children musical age

The problem of forming a musical development environment in a preschool institution has repeatedly been the subject of research by specialists in various fields of knowledge. A properly organized subject-development environment has great potential for the creative development of a child and his abilities.

Before you begin to consider the stated problem, imagine a child in an empty room. What will happen? He will make every effort to leave her: it’s not interesting, there’s nothing to do. Another variant. There are many interesting toys, games, and aids in the room. But there is nothing for musical activity. Will the child do it? Of course not. He will do what the objects around him are suitable for. Third option. In a preschool educational institution, two groups of children of the same age are equipped with the same games, toys, and aids, including for musical activities. In one group, the teacher does not pay attention to them, sometimes even expresses a negative attitude towards them. As a result, children's interest gradually fades away, and they stop engaging in musical activities on their own. In another group, the teacher shows interest in musical games, demonstrates to children the possibilities of a musical subject environment, and creates creative situations that awaken interest in musical games and toys. As a result, children often play with them and get creative.

Based on the above, the topic of the course work follows: subject-development environment as a stimulus for independent musical activity of preschoolers

Object of study: the process of organizing independent musical activity of preschool children.

Subject of study: principles and specifics of organizing a musical subject-development environment.

Target:

Identification of trends in the formation of a musical subject-development environment in modern stage.

Z adachi:

1. Analyze theoretical research and practical experience on this issue.

2. Determine the essence of the musical subject-development environment in a preschool educational institution and the basic principles of its organization.

3. Characterize the features of musical activity of preschool children.

Research methods: analysis of musical-pedagogical, methodological, reference literature.

Practical significance of the study: determination of strategies for constructing a musical subject-development environment in a preschool educational institution.

1. The concept and principles of organizing a subject-development environment

The reality in which human development occurs is called the environment. The child's development environment is the space of his life. These are the conditions in which his life takes place in a preschool institution. These conditions should be considered as the foundation on which the construction of the child’s personality is laid.

There are various definitions of a developmental learning or developmental subject environment.

IN methodological recommendations S. L. Novoselova provides the following terminology.

Environment - presupposes the unity of social and objective means of support various activities child.

Environment - a system of subject environments, rich in games, toys, manuals, equipment and materials for organizing independent creative activity children.

Environment is a system of material objects of a child’s activity, functionally modeling the content of his spiritual and physical development.

In the research of V. A. Yasvin, developing educational environment- an environment that is capable of providing a set of opportunities for self-development of all subjects of the educational process.

Developmental subject environment

A developing subject environment is a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development. It must objectively - through its content and properties - create conditions for the creative activity of each child, serve the goals of actual physical and mental development and improvement, provide the zone of proximal development and its prospects.

In the history of understanding the environment as the main factor and means of upbringing and education of the individual, two approaches stand out:

1. Presented in most modern studies, it defines the environment as the condition for the child to realize his abilities;

2. Emerged at the beginning of the last century and received the name “pedagogy of the environment” in domestic pedagogy, it defines the environment as a means of nurturing personal qualities.

Considering musical education as a process of organized introduction of children to musical culture, we can talk about musical environment as a means of introducing a child to musical culture. Thus, the musical environment becomes one of the components of the pedagogical system and represents musical arrangement children’s life activities, including activities and holidays.

To organize a musical subject-development environment, it is necessary to comply with the conditions that ensure the full development and formation of the child’s personality:

1. compliance with the age characteristics of children;

2. multifunctionality of the musical subject-development environment;

3. open, non-closed system of functioning;

4. formation of an active, cognitive attitude towards the musical environment.

When organizing a musical subject-development environment in a preschool institution, the most important condition is to take into account age characteristics and the needs of children, which have their own distinctive characteristics. For children of the third year of life, there is a free and large space where they can be in active movement - climbing, riding. In the fourth year of life, a child needs a developed center of role-playing games with bright features and musical attributes; children strive to be like adults, to be just as important and big. In middle preschool age, the need to play with peers and create your own world of play appears. In addition, in the subject-development environment, the formation of psychological new formations in different years life.

No less an important condition is the multifunctionality of the subject-development environment. In all age groups There should be a cozy place for children to play and relax. At the same time, the content of the musical subject-developmental environment should be periodically enriched with a focus on maintaining the child’s interest in the musical subject-developmental environment. Also, in each group, special zones should be created for the child’s independent active, purposeful action in all types of activities, containing musical materials for educational games and activities for children; group rooms should meet the age characteristics and needs of children, and have distinctive features.

When building a musical subject-development environment for a preschool educational institution, it is necessary to take into account the main parameters.

Goal-setting that orients the teacher of a preschool educational institution to understand the subject-development environment as a space that promotes optimal self-development and musical self-realization of the child’s activity.

Analysis of the position of a teacher who organizes and directs the active musical activity of a preschooler in the process of joint activities with him.

Selection of methods and tools that allow modeling special pedagogical situations that promote musical self-development and the development of interest in music.

The overall result of the implementation of these parameters is the creation of a musical subject-development environment:

Ensuring the musical development and education of children;

High quality of preschool music education, its accessibility, openness and attractiveness for children and their parents and the whole society;

Comfortable in relation to students and teaching staff.

When organizing a musical subject-spatial environment in a kindergarten, complex, multifaceted and highly creative activities of all preschool teachers are required. After all, diversity musical materials is not a basic condition for child development.

The created aesthetic environment evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions and knowledge, encourages active creative activity, and promotes the intellectual development of preschool children.

In order for the educational musical space to act as a subject-developing environment during the interaction of its components, it must acquire certain properties and functions carried out on the basis of pedagogical support as a special position of the teacher, hidden from the eyes of students.

Thus, the musical subject-development environment acts as a driving force for the formation and development of the individual, as well as the types of activities inherent in it. It contributes to the formation of versatile abilities, cultural qualities of a preschooler, denotes his individuality, stimulates creative types activity, creates a favorable psychological climate in the group.

2. The role of a musical subject-development environment in the upbringing of a preschool child

The environment becomes developmental if it contributes to the implementation of genetic tasks of age. This is important especially for early groups, where the rapid pace of child development requires a quick reorientation to the “zone of proximal development.” Early age is the initial stage at which children become acquainted with the elementary fundamentals of various types of activities. His personal attitude towards the environment begins to form. The prerequisites for creativity are laid. The surrounding musical subject-development environment should be organized taking into account the capabilities of the child himself in each period of his childhood. A musical subject-developmental environment cannot be repeated at home and is therefore especially significant for a child’s stay in a children’s group. preschool. Research recent years clearly showed the special importance for children of social living conditions, educational musical games, and the developmental influence of musical environment- everything that is considered to be the culture of education. Wherein modern interior and interior design: musical instruments, furniture, toys, music aids for children are considered as necessary components of a musical subject-development environment.

When building a musical subject-development environment, various factors are undoubtedly taken into account: the age of the children, their needs and hobbies, methodological developments, SanPiN standards, requirements of the education and training program, methodological developments, etc. However, it is worth noting that the fact that modern children are in many ways different from their peers who were brought up in kindergartens 10-20 years ago is often not taken into account. Children of another generation have different physiological, psychological characteristics In addition, they perceive the world around them differently, which, in turn, has also undergone significant changes.

Much attention is currently being paid to the creation of a musical subject-development environment in preschool educational institutions. Music directors are looking to apply different approaches and principles of constructing a musical and gaming space. It has been proven that depending on how comfortable and correctly organized the musical subject-development environment is in music hall and in a group music corner, the indicators of the child’s personal, mental and musical development, the level of his education, and emotional state largely depend.

Modern researchers argue for the need to create person-oriented interaction in the musical subject-developmental environment of preschool educational institutions. The most important task of modern pedagogy today is attention to the personality of each preschooler, support of his individuality, preservation of physical and psychological health.

Harmonious musical education is achieved only when all types of musical activities available to preschool age are used. The musical environment and its features confront the teacher with the need to solve a number of specific problems:

1. Foster a love and interest in music. Only the development of emotional responsiveness and sensitivity makes it possible to widely use the educational influence of music.

2. Enrich children’s experiences by introducing them to certain organized system with a variety of musical works and means of expression used.

3. Introduce children to various types of musical activities, developing the perception of music and simple performing skills in the field of singing, rhythm, and playing children's instruments. Introduce the initial elements musical literacy. All this will allow them to act consciously, naturally, and expressively.

4. To develop the general musicality of children (sensory abilities, pitch hearing, sense of rhythm), to form singing voice and expressiveness of movements. If at this age a child is taught and introduced to active practical activities, then the formation and development of all his abilities occurs.

5. Promote the initial development of musical taste. Based on the impressions received and ideas about music, first a selective and then an evaluative attitude towards the performed works is manifested.

6. Develop a creative attitude towards music, primarily in such activities accessible to children as the transfer of images in musical games and round dances, the use of new combinations of familiar ones dance moves, improvisation of singing songs. This helps to identify independence, initiative, the desire to use the learned repertoire in everyday life, play music on instruments, sing, and dance. Of course, such manifestations are more typical for children of middle and older preschool age.

Thus, it must be remembered that musical development has a positive effect on the overall development of children. The child’s thinking improves and becomes enriched emotional sphere, and the ability to experience and feel music helps to cultivate a love of beauty in general, sensitivity in life. Mental operations, language, and memory also develop. Therefore, by developing a child musically, we contribute to the formation of a harmoniously developed personality.

That is why, at the present stage of development of preschool education, it is important to radically consider and reconsider approaches to modeling a comfortable and attractive subject-development environment in the music room, music groups, office.

3. Specifics of the organization and design of a subject-development environment for preschool children

The environment has a significant influence on the formation of children's artistic tastes.

The musical development of a child is determined not only by organized educational activities with a music director, but also by the opportunity to play independently, experiment with musical toys, and freely engage in creative music-making.

The musical subject-development environment serves as a unique stimulus for the development of children’s musical activity, a source of information, and is a visual support for the child, without which for most children, given the mass nature of musical education, the formation of even elementary ideas and concepts about music would be difficult.

Independent creative activity of a child is possible provided that a special subject-development environment is created. A well-organized subject-developmental musical environment helps to maintain the emotional well-being of children and their aesthetic development.

My requirement for designing a musical subject-development environment:

The musical subject-development environment must correspond to the structure of the child’s cognitive sphere, that is, it must contain both conservative (already known to the child) components and problematic ones that are subject to research.

The musical subject-development environment should be dynamic, aesthetic, stimulate the development of creative abilities, develop curiosity, and the desire to experiment.

Conditions must be created for active interaction children with any benefits and tools.

The musical subject-development environment should be commensurate with the eye, hand actions, and growth of the child.

Age and individual characteristics children.

Development creativity children depends largely on the equipment and its attractiveness. What is needed is originality, simplicity, attractiveness, accessibility, as well as a sufficient range of tools, teaching aids, demonstration material, attributes, etc.

It is advisable to have various musical toys and aids that children can carry to play in other places (for example, in the locker room or bedroom).

One of the conditions for the successful musical development of a preschooler is the presence in group music corners of a diverse didactic material. With its help, it is possible to solve a variety of developmental and educational tasks in an accessible way for a preschooler. game form(for example, development of a sense of rhythm, timbre, dynamic hearing, etc.). The pedagogical value of musical and didactic games lies in the fact that they open up a way for the child to apply the acquired knowledge and skills in everyday life. Musical and didactic games should be varied in content and colorfully designed, then they will attract the attention of children, make them want to sing and listen to music.

In order for children to constantly maintain interest in independent musical activities, it is necessary to update the manuals in the music corner from time to time (1-2 times a month) and introduce new equipment.

An environment created “according to the laws of beauty” contributes to children’s understanding of beauty and their upbringing artistic taste and aesthetic attitude to the environment, development of creative abilities. Such an environment evokes in children a feeling of joy and delight, creates an emotionally positive attitude towards children, the children's institution, and a desire to visit it.

The development of children's musical creativity requires a large number of visual aids, attributes and equipment.

The feasibility of locating the area, accessibility of equipment for children;

Variety of equipment;

Taking into account the age characteristics of children;

Aesthetic design of the music area and aids located there;

Possibility of moving equipment to other locations.

Classification of equipment for music zones:

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, through their imagination, imagine themselves as musicians).

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.).

Musical and didactic games and manuals: music lotto, stave, ladder, geometric figures for the symbolic designation of parts of a work, etc. These manuals are used to develop sensory musical abilities and familiarize themselves with the elements of note literacy.

Audiovisual aids: transparencies, CDs, phonograms, audio and video cassettes, video discs.

4. Approximate content of music zones by age groups

List of materials for children from 2.5 to 4 years old (1st and 2nd junior groups):

Tumbler dolls;

Figurative musical, “singing” or “dancing” toys (cockerel, cat, bunny, etc.);

Toy instruments with a fixed sound - organs, organs;

Tool toys with sound indefinite height: rattles, bells, tambourine, drum;

A set of unvoiced figurative instruments (accordions, pipes, balalaikas, etc.);

Attributes for musical outdoor games;

Flags, plumes, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes, etc. for children's dance creativity(by season);

Table screen with glove toys;

Tape recorder and set of software audio recordings;

Singing and moving toys;

Musical pictures for songs, which can be made on a cube and in the form of a large album or individual colorful illustrations.

List of materials for children 4 - 5 years old (middle group kindergarten):

in the music area for independent activities of children 4-5 years old, it is advisable to have manuals for the younger group (listed above), as well as additionally:

Glockenspiel;

Noise instruments for children's orchestra;

Little books “We Sing” (they contain bright illustrations for familiar songs);

Flannelograph or magnetic board;

Musical and didactic games: “Three Bears”, “Recognize and Name”, “In the Forest”, “Our Orchestra”, “Flower - Seven Flowers”, “Guess the Bell”, etc.;

Attributes for outdoor musical games: “Cat and Kittens”, “Hen and Cockerel”. “Hares and the Bear”, “Pilots”, etc.;

Musical ladders (three-step and five-step), on which there are small and large birds or a small and large nesting doll;

Ribbons, colored scarves, bright plumes, etc. (attributes to dance improvisations for the season;

Table screen and set of toys;

Musical toys (sounding and noise) for creative music making:

A tape recorder and a set of software audio recordings.

List of materials for children 5-6 years old (senior kindergarten group):

In addition to the middle group materials, the following is used:

Rattles, tambourines, drums, triangles, etc.;

Musical toys-instruments with diatonic and chromatic sound (metallophone, piano, button accordion, accordion, flute);

Homemade musical toys (noise orchestra);

Portraits of composers;

Illustrations from the “Musical ABC Book”;

Musical and didactic games: “Bee”. “Musical Lotto”, “Recognize and Name”, “Steps”, “Repeat the Sounds”, “The Three Little Pigs”, “Magic Top”, “Musical Train”, “Guess What Sounds”, etc.;

Attributes for outdoor games (“Round dance in the forest”, “Raven”, “Cat and Mice”, etc.);

Children's drawings for songs and familiar pieces of music;

Screens: tabletop and screen according to children's height;

Three-, five- and seven-step musical stairs - voiced;

Attributes for children's dance creativity: costume elements for friends folk dances;

Multi-colored feathers, multi-colored gloves for musical improvisations behind a screen and other attributes;

Attributes for dance improvisations according to the season - leaves, snowflakes, flowers, etc.):

List of materials for children 6-7 years old (preparatory group of kindergarten):

Musical instruments (maracas, tambourines, harp, children's piano, metallophone, bells, triangles, flutes, drums, etc.);

Portraits of composers;

Illustrations on the theme “Seasons”;

Pictures for the manual “Musical ABC Book”;

Albums: “We draw a song” or “We draw and sing” with children’s drawings, in which they reflect their emotions and feelings about the pieces of music they listened to and their favorite songs;

Graphic aid “Emotions” (cards depicting faces with different emotional moods) to determine the nature of the melody when listening to works;

Albums to view: " Symphony Orchestra", "Folk instruments", "Dances of the peoples of the world", etc.;

Musical ladders (three-, five- and seven-step - voiced);

A set of homemade instruments for a noise orchestra;

Musical and didactic games: “Three Little Pigs”, “Three Flowers”, “Musical Umbrella”, “Rhythmic Lotto”, “Find the Strawberries”, “Rhythmic Cubes”, “Name the Composer”, “Funny Record”, “Musical Chicks” and etc.; attributes for outdoor games (for example, “Hello, autumn”, “Cosmonauts”, etc.);

Attributes for children's dance creativity, costume elements for familiar folk dances (kerchiefs, wreaths, hats) and attributes for dance improvisations according to the season (leaves, snowflakes, flowers, etc.); multi-colored gloves, plumes, gauze or scarves, multi-colored ribbons, multi-colored feathers for music and dance improvisations;

A tape recorder and a set of software audio recordings or discs.

In order for children to constantly maintain interest in independent musical activities, it is necessary to update the manuals in the music corner from time to time (once a quarter) and introduce new equipment.

Parents of students can be involved in the production of manuals. Children experience the pleasure of creating together with their parents and gain self-confidence.

5. Reasons for preschoolers’ disinterest in music areas

Developmental education presupposes the prospect of a child’s self-development and expansion of his consciousness on the basis of cognitive and creative activity. Such training is impossible without the equipment of special musical play areas and music corners. But it happens that children do not show interest in musical play areas. This may be due to non-compliance with the basic principles of constructing such zones:

1. The principle of respect for the needs of the child.

A preschool child has three basic needs: the need for movement and activity; need for communication; need for knowledge. The group environment may not meet these needs. If it is organized in such a way that the child has no independent choice: with whom, how, where, what to play.

2. The principle of flexible zoning of the environment.

The strict zoning of the musical play area does not allow children to freely engage in different types of activities at the same time: motor, musical, drawing, designing, playing, experimenting, etc.

3. The principle of respecting the child’s opinion.

The developmental environment is created for children by the teacher. At the same time, he does not try to ensure that the environment surrounding the child is comfortable, aesthetically pleasing, meaningful, or that the equipment is placed conveniently.

4. The principle of the advanced nature of educational content.

The teacher does not select materials for the group that are intended for children of a certain age, and does not include 15% of materials aimed at older children; this dulls interest for children who are ahead of their peers in development; does not provide the opportunity to get acquainted and play with new complex material; There is no children's experimentation with new, more complex play material, which closes the prospect of self-development.

5. The principle of dynamism - static environment.

The developmental environment has been completely built and will no longer stimulate development or inhibit it. The child is constantly changing and developing. Naturally, his environment cannot be frozen, and also requires changes .

6. The principle of distance, position during interaction.

The lack of contact between a child and an adult does not allow solving the educational tasks that the teacher sets for himself. At the same time, the establishment of contact is hampered by fundamentally different positions, which are predominantly occupied by the teacher and the child: even physically, the teacher, as a rule, is in the “above” position, and the child is “below”. In this case, whether the child obeys or protests, contact between them is hardly possible.

7. The principle of children's activity, independence, creativity.

A lack of impulses impoverishes and limits the child’s development in all areas, and an oversaturated environment with a chaotic organization of stimuli disorients him.

8. The principle of emotionality of the environment, individual comfort and emotional well-being of the child.

Emotional richness is an integral feature of the developmental environment. Something that is attractive, funny, interesting, bright, expressive, arouses curiosity and is quite easy to remember. The teacher does not always take this feature of children's memory into account.

9. The principle of open-closed environment.

The developing musical subject-spatial environment has the character of a closed, self-contained system, incapable of change, adjustment and development.

Also, the lack of interest among preschoolers in musical areas can be caused by the following factors:

1. Staticity and uniformity of materials.

The teacher stops drawing the children’s attention to the materials presented in the music corner, or introduces additional rules for their use that are convenient for him. For example, a ban on moving musical instruments from the shelf on which they are stored leads to the fading of children's interest in them and to indifference. The rare change of materials makes them uninteresting for the child and causes reluctance to use them in their activities.

2. Inconsistency of equipment and materials with the age capabilities and current interests of children. Storing figurative and symbolic materials (pictures and illustrations) in a corner in folders with ties suppresses the desire of children to look at them. The absence of albums and high-quality illustrated children's books for visual perception in the music corner also does not attract children's attention to the objects of this thematic zone.

3. Direct verbal (“Put the metallophone in its place, you are very noisy”) or an unspoken ban on the use of corner materials and equipment in free independent activities.

4. The aesthetic unattractiveness of materials and their dilapidation do not stimulate children’s interest in their use in free activities.

6. The role of the teacher in the development of independent musical activity of children

Independent musical activity of children contributes to the development of such personality qualities as initiative, independence, and creative activity. The role of the teacher is to encourage children to apply the skills learned in music classes in the daily life of the kindergarten.

To develop the independent musical activity of children in the group, “musical corners” should be equipped, where children’s musical instruments, didactic games, and fun toys are placed, which can later be played with by the teacher.

An important role of the teacher in the development of independent musical activity of children is the creation of problem situations, encouraging children to take variable independent actions, and developing the ability to apply what they have learned in new conditions. Wherein decoration enhances children's impressions. Under the influence of the joyful sound of music, expressive words, and costume elements, children will develop bright positive emotions. All this will encourage them to express their feelings in singing, dancing, and playing, and also contribute to the formation of interest in music and musical activities in general.

By thus creating an environment in kindergarten that is maximally filled with musical intonations, the teacher will be able to awaken interest and love for music in children, as well as contribute to the formation and development of independent musical activity in preschoolers.

Let's consider various types of musical activities of children in a group:

Playing children's musical instruments.

Children love to play the metallophone, accordion, button accordion, triplet, tambourine, drum and other instruments; they can perform chants, rhythmic patterns learned in class, or they can invent and perform their own melodies, showing creativity. Children are often attracted to the process of mastering a new instrument. In such cases, they teach each other: those who play this instrument well show techniques to those who do not yet know how to play. Such comradely assistance can most often be observed in elders and preparatory groups. By playing instruments, children learn to distinguish their sounds, begin to single out their favorite ones, organize an “orchestra” themselves, and choose a conductor. The role of the teacher is to encourage the creative activity of children, teach them to negotiate, and make sure that the game does not turn into a quarrel.

Musical game.

Older preschoolers themselves create the conditions necessary for this game. The game can be extensive: several types of activities are combined (playing a metallophone and dancing, guessing a song by its melody and round dancing, etc.). In others the plot - role playing games children use songs that correspond to their play activities.

In this type of independent activity for children, the teacher continues to develop in the pupils the ability to negotiate (who will do what), can suggest the plot of the game, support the activity of any child and helps him organize a group game.

Musical and didactic games used in independent musical activities develop in children the ability to perceive and distinguish the basic properties of musical sound: “Musical Lotto”, “Guess who is singing”, “Two Drums”, “Be quieter - louder on the tambourine”, “Name song based on a picture”, etc.

To enrich children's musical impressions and encourage them to use the skills acquired in music classes, the teacher should fill routine moments with the sound of classical works known to children.

The role of the teacher in the development of children’s independent musical activity is that, unnoticed by the child, he encourages him to be active in various types of muses. activities, creating favorable pedagogical conditions: influence on the child’s musical impressions, development of children’s activities on their initiative. The teacher must be tactful and become, as it were, an accomplice in children's games. When planning management techniques, the teacher outlines the following points: what new equipment needs to be introduced for the musical activities of preschoolers (instruments, manuals, amateur toys), in what order it is advisable to do this, who needs to be observed in order to find out the children’s interests, inclinations, what type of activity children are given preference and whether their interests are one-sided. At an earlier age, it is better for the teacher to use the explanatory and illustrative method. In turn, the child reproductively learns these methods. Later, the teacher must use an explanatory and stimulating method, and the child is led to independent search methods of action. The demonstration method and detailed explanation are used when teaching children to perform any element of dance or singing intonation. I would like to wish that children act not only according to the direct instructions and demonstration of the teacher, but also without his help. If a child learns to independently perform educational assignments, then he will also be able to act outside of class: organize musical games, sing and dance at his own request. The daily work of a teacher with children, knowledge of their interests and abilities, allows the teacher to perform the task efficiently and responsibly. Independent musical activity in a group, being one of the indicators of the level of development of children, gives an idea of ​​the volume of skills, abilities, and knowledge that children have received as a result of the work carried out with them. There is a transfer of methods of action mastered in music classes to completely new conditions and situations; the child is already acting own initiative, in accordance with your interests, desires, needs.

Glossary of terms

Analysis- a research method characterized by the isolation and study of individual parts of research objects.

preschool educational institution- preschool educational institution.

Developmental educational environment- an environment that is capable of providing a set of opportunities for self-development of all subjects of the educational process.

Developmental subject environment- a set of natural and social cultural objects, the nearest and promising development the child, the development of his creative abilities, providing a variety of activities; has a relaxing effect on the child’s personality.

Developmental subject environment- this is a system of material objects of a child’s activity, functionally modeling the content of his spiritual and physical development.

SanPiN- sanitary and epidemiological standards and rules.

Wednesday- presupposes the unity of social and objective means of ensuring the child’s varied activities.

Wednesday- a system of subject environments rich in games, toys, manuals, equipment and materials for organizing independent creative activities of children.

Wednesday- a system of material objects of a child’s activity, functionally modeling the content of his spiritual and physical development.

Musical environment- this is the child’s environment, which will contribute to the development of his musical abilities, creative and performing manifestations.

Musical environment- This complex lesson, which includes moving, finger and log-rhythmic games, listening to music, onomatopoeia and playing children's noise musical instruments, dancing to music and singing.

Goal setting- the process of selecting one or more goals with establishing parameters of acceptable deviations to control the process of implementing the idea

Conclusion

It is desirable that the subject-developmental environment for the child be sufficiently informative, and that the teacher’s activities to enrich the subject-developmental environment take place in the presence of the children and are commented on by an adult who would attract them to participate as much as possible.

And finally, perhaps most importantly. A musical subject-development environment should not be an end in itself, created exclusively “for beauty”, without taking into account children’s activities. This is an open, living system, constantly changing as children grow, enriched with novelty. In other words, the musical environment surrounding children is not only developing, but also developing, not only enriching, but also enriching.

At the same time, it is obvious that a musical subject-developmental environment, organized in the best possible way, cannot effectively influence a child without the participation of an adult. An adult must “open” it for the child, “give” it to the child in the process of developmental communication. This means that developmental communication is the interaction between an adult and children that helps the child to cognize and systematize the world around him and master the genetic tasks of age.

When organizing a musical environment, the leading role belongs to the music director, who performs various pedagogical functions: diagnoses the environment and personal qualities of children (musicality, creativity, empathy), designs the goal and means of achieving it, organizes the musical educational process, advises teachers and parents on issues musical education of children, ensures the interaction of all components, analyzes the results of the process of musical education of children.

The teacher must teach children to live with utmost comfort in a subject-spatial developmental and play environment organized for them.

The environment surrounding a child in kindergarten, family and society can become a means of developing his personality only if the teacher is able to organize such an environment. To do this, he needs to know what the environment should include. Determining the characteristics of a creative personality and a developing musical environment is a managerial activity of a teacher aimed at designing the conditions for the creative development of preschool children. Independent musical activity requires the creation of external conditions, a certain material environment; It is important for children to have their own “musical corner.”

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. It contributes to the formation of versatile abilities and subjective qualities of a preschooler, denotes his individuality, and stimulates different types of activity.

Bibliography

1. Abuzyarova L. A. Subject-developmental environment of a preschool educational institution / L. A. Abuzyarova // Child in kindergarten. - 2009. - No. 6.

2. Aliev, Yu. B. Methods of musical education of children from kindergarten to elementary school / Yu. B. Aliev. - Voronezh: MODEK, 1998. - 351 p.

3. Anokhina T. How to organize a modern subject-development environment [Text] / T. Anokhina //Preschool education. - 1999. - No. 5. - P.32 - 34.

4. Aranovskaya, I. V. Musical and pedagogical education in the aspect aesthetic development personality / I. V. Aranovskaya // Musical education: problems, searches, finds: collection. scientific Art. - Cheboksary, 2001. - P. 3 - 12

5. Artamonova O. Subject-spatial environment: its role in the development of personality / O. Artamonova // Preschool education. - 2005. - No. 4.

6. Belyakova A. V. Musical subject-development environment of a preschool educational institution [Text] / A. V. Belyakova // Musical director. - 2006. - No. 6. - P. 14-15.

7. Vetlugina N. A. Musical education in kindergarten [Text] / N. A. Vetlugina. - Moscow; Enlightenment, 1981 - 415 s.

8. Zimina, A. N. Fundamentals of musical education and development of young children [Text] / A. N. Zimina. - Moscow: VLADOS, 2000. - 302 s.

9. Zorka L. K. Equipment for musical corners [Text] / L. K Zorka // Musical director. - 2010. - No. 3.

10. Kashapova, L. M. The role of musical and aesthetic education in the formation of schoolchildren’s attitude to life [Text]: prog. special course / L. M. Kashapova. - Ufa: BIPCRO, 1995. - 11 p.

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12. Kostina E. P. Tuning fork. Music education program for early and preschool children [Text] / E. P. Kostina. - Moscow: Education, 2004. - 223 p.

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14. Merzlyakova S.I. Independent musical activity [Text] / S.I. Merzlyakova // Musical director. - 2012. - No. 2.

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The process of developing the creative abilities of preschool children in the conditions of creating an aesthetic developmental environment

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

aesthetic and developmental subject-spatial environment. In research one can find various definitions of this concept. The subject-spatial, socio-cultural, aesthetic-developmental, cultural-educational environment, etc. are considered. But when the names differ, we are always talking about the creation optimal environment, providing psychological comfort to the child’s personality (Diagram 32).

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

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

E.P. Kostina, a specialist in the problems of musical education, considers it as a process of organized introduction of children to musical culture and believes that we can talk about a musical subject-development environment as a means of introducing a child to musical culture.

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

The author, based on an analysis of this problem, argues that musical education of children requires a rich musical subject-development environment, including the musical environment of preschool educational institutions, families, cultural and educational institutions.

Musical and educational environment of preschool educational institutions includes:

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

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

- musical activity together with the teacher- in games: role-playing games using a musical repertoire, musical didactic, musical creative, etc.; in the process of conditionally figurative and conditionally schematic modeling of the content, nature of music, means musical expressiveness and so on.;

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

Musical and educational environment of the family, where is it carried out unregulated musical activities of children, This:

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

■ carrying out family holidays;

■ visiting museums and theaters with your child (drama, music (opera, ballet, musical), puppet theater);

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

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

■ organizing a variety of musical activities for children and entertainment using music at home;

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

■ independent work (similar to the independent musical activity of children in preschool educational institutions). Musical activities organized by parents give the child rich impressions, which are a powerful stimulus for his creative expression. In addition, he is offered various models of behavior, which is important for his socialization and for the development of relationships with others.

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

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

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

The musical component is represented by audio-musical information, i.e. music, regardless of its source. Everything else, including musical instruments, toys, manuals and means of extracting music (tape recorder, etc.), belongs to the subject component. Thus, the subject-development environment is a system of material objects of the child’s activity.

Since the child gradually enters the spaces of the objective (man-made) world and social relations, in addition to subject and social, there are development environment, in which they take place social interactions child that influences his

Scheme 32

development.

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

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

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

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

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

It is noted that whether this environment will become developmental, whether the child will want and be able to master it in his activities, depends on the competence of the adult, his goodwill and interested attitude towards the musical activities of children, especially independent ones. The developmental effects of the artistic and aesthetic environment can only be realized by a teacher who is passionate about music, shows interest in musical games, demonstrates to children the possibilities of a musical subject environment, creates creative situations, and awakens interest in musical games and toys. As a result, children often play with them and get creative.

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

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

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

■ music perception - aids that help to perceive works;

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

■ musical and creative activity - manuals that encourage creative improvisation in various types of musical activities).

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

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

The dynamism of the content of the environment provides interest in musical activity, motivation, and then the need for it. TO Quality of structure. The musical environment should be presented in the form of modules, including transformable parts, which maintains children's keen interest. It should be organized so that all types of children's musical activities are visually represented and conditions are created for the active interaction of children with any aids and musical instruments. Mini-centers are convenient for developing musical activities for one child, two children or a subgroup.

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

"Musical subject-development environment of preschool educational institutions"

This methodological development will be useful music directors And preschool teachers.
Everyone knows and has been proven by scientists that music enriches the spiritual world of a child and influences the development of his creative abilities. The development of musical abilities depends on psychological and pedagogical conditions, of course, on a well-organized subject-spatial environment. The subject-developmental environment of the group, enriched with musical and song material, allows the child to accumulate musical experience, it 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 deep 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;

The principle of openness - closedness;
The principle of taking into account gender and age differences in children.
Half of the twelve-hour stay in the preschool educational institution, the child is in a group, while the documents regulating the activities of the preschool institution determine that music lessons at a younger age account for 30 minutes, at an older age - 1 hour per week. The child receives basic knowledge and skills in classes, and it is more effective to consolidate them in independent activities.
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. The manifestation of activity and initiative in children is facilitated not only by various types of children's activities, but also by the subject-developmental environment of the group, which must be created in accordance with the principles listed above. It is necessary for the teacher to stimulate, direct and correct independent activity
Children with a variety of situations requiring 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 be played on walks during morning exercises, on holidays. Music is becoming one of the effective means of providing positive
emotional state of a child in a preschool educational institution. Thanks to this, the preschooler is successful in all types of activities.
The musical subject environment in preschool educational institutions 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 purely verbal level outside the subject-spatial environment. A.N. Leontyev proved that the core of activity is objectivity.
The main requirement of the program for the musical environment is its developmental nature. We must strive to ensure that the content of the musical development environment is oriented towards the leading type of activity of preschool children, systematically becomes more complex by age, and is problematic in nature. All this allows children, acting with familiar and unfamiliar objects, to reflect, think, compare, model and solve problem situations, and create.
The musical subject-developmental environment in preschool groups is organized into three main blocks:
1. Perception of music;
2. Play music;
3. Musical and creative activities.
Correct selection toys and aids for each group, taking into account the age characteristics of children, their appropriate placement, frequency of introduction - this is the main condition for independent musical activity.
What toys and aids will you need:
Children's musical instruments: with a sound of indefinite pitch (rattles, tambourines, drums, maracas, triangles, rattles, castanets), diatonic scale (metallophones, xylophones), percussion
Silent musical toys: piano, balalaika, accordion, ladders
Board musical and didactic games: “Musical Lotto”, “Who lives in the house”, “Fun and sad”, “How many of us are singing”, etc.
Attributes, hats and masks, children's costumes and their elements
Different kinds theater: screen, dolls, toys
The main principle of placement is expediency. Each musical toy and aid should be used for its intended purpose: musical didactic games are placed in the same place as board-printed games, toys and instruments (sounded, unsounded) - in the play corner, it is advisable to place them there as well. game material, like a CD player (fake) with discs, TV, etc. attributes, hats, masks for games, deodemki - in the physical education corner, costume details - in the mummers corner or in the speech zone, where materials for theatrical games are concentrated. A place should be determined for children's musical instruments. For this, you can set aside a separate table, a place in the closet, or a hanging shelf.
The child constantly strives to express his impressions and experiences, using different types of independent and artistic activity, artistic speech, visual and musical creativity.
Each type of artistic activity can act either independently or in close connection with other types of activity. Such a synthesis of the types of artistic activities of children is an indicator of the effective educational work of the entire preschool educational institution.