Organization of work on musical education in a preschool educational institution;

Planning and accounting for music on the musical education and development of children;
Conclusion.

Under musical education, the process of transferring to children of social and historical experience of musical activity to prepare for the upcoming work is implied.
Music education in kindergarten is one of the most important educational funds. To carry out this work purposefully and in-depth, the entire pedagogical team should be responsible for it.
The subject of the theory and methods of musical education of children is based on music as a kind of art. The subject of the theory and methods of musical education of children are questions of targeted management of the process of musical education, child learning, the establishment of relationships between musical education, training and development.
The study also includes the experiences of children arising from active contact with musical art. Accomposition to music is one of the important ways to aesthetic education of the child.
The driving forces of musical development are both the impact of education and training, the circumstances of external life, and qualitative changes in mental processes caused by the musical experiences of the child. Based on the accumulated experience and previously formed level of development of abilities, the child itself actively participates in the development process. It occurs as the replacement of the old new, as a multi-line series "denies".
The process of musical development is not automatically implemented, since its external and internal causes are in complex relationships. Therefore, the assimilation of the same musical material by children of the same age occurs in different ways.
The musicality of a person depends on its congenital individual deposits, but it is the result of development, the result of education and training. "
The development of the child occurs in the process of learning a certain type of activity in a certain sequence. In preparing the training process, the teacher must clearly imagine both sources of occurrence in children of certain properties of the personality, the characteristics of the character, the formation of skills and skills, and the desired level of development, which he wants to achieve as a result of its activities.
It follows that musical development and upbringing are interrelated and are in collaboration. Training promotes development, but also development determines the success of learning.
Music development - the result of the process of musical education and training, in turn, it contributes to the comprehensive development of the person, its aesthetic, mental, moral and physical improvement. It should be emphasized that the theory and methods of musical education of children consider the process of musical development from the standpoint of pedagogy and psychology and in support on the theoretical foundations of aesthetics. Such foundations are the provisions that determine the essence of musical art and its role in society.
Unified principles of artistic development reality are specified in the content and methods of musical education of children, accounting for their age features. In the process of musical education, learning and development, the main tasks of musical education are carried out.

1. Objectives of musical education of children

Based on the purposes of musical education, music pedagogy puts the following tasks:
develop the child's musicality;
teach children with singing and musical and rhythmic skills and skills; bring up the ability to perceive, feel and understand music;
Develop artistic and creative abilities. All these tasks are in the close relationship. Consider the first task.
How should I understand musicality? This is a valuable quality consisting in the unity of both sides:
emotional responsiveness - the ability to experience a musical work due to its shaped content;
The development of musical perception and musical abilities that provide children with the possibility of a more subtle differentiated hearing, distinguishing the main components in the sound tissue.
Both sides of musicality are in an inseparable unity and are raised simultaneously.
Thanks to the development of musicality, children begin to feel thinner to feel musical images - prototypes of their peace. And this, in turn, plays an important role in the knowledge of them of the surrounding life, in the formation of aesthetic estimates, artistic taste. The child's musicality is brought up by its active musical activity. By organizing and directing the attention of children in classes, the teacher helps them to comprehend perceived, compare, show interest, curiosity. Children appear conscious attitude towards the content of music, the desire to listen to it is raised.
Ways of upbringing emotional responsiveness are different. It is necessary to attract children to the direct execution of musical works, to participate in dance, games, as well thought-out methodological techniques.
Emotional responsiveness is closely related to the previous listeners. The more often the child listens to familiar musical works, the more active and purposeful it becomes in musical activity. A more-conscious perception of music helps a teacher's conversation. Using them in class toys, pictures, poetic and figurative words deepends the experience caused by music. So develops emotional responsiveness and along with her a thinner listening of music.
Let us dwell on the question of the perception by a child's musical work.
The perception of art is complex mental activity in which intellectual, cognitive and emotional moments are connected. The ability to perceive the works of musical art can not arise by itself. He needs to learn. The perception of the musical work begins with feelings (as the image itself is concrete-sensual), which causes emotional responsiveness. In this responsiveness, the child combines the comprehension of a simple, understandable content and joy - the manifestation of emotions in the perception of this content undertaking into an art form. Music perception is formed from early childhood. The accumulation of emotional and musical impressions contribute to singing, playing musical instruments, listening to music. By 7 years, the child is experiencing and comprehends the content of musical works.
Aesthetic perception involves a combination of three main components: emotionality, consciousness and imagination. Outside the emotional attitude to imaginary, there can be no aesthetic perception of music. When a child perceives the work, he remains a mark in consciousness - the image of the work as a whole. With repeated listening of music, musical performances are developing.
The children of younger preschool age will recognize familiar music, distinguish it in nature and on the simplest genres (march, dance, lullaby), but do not know how to express it with words. In four - five years, children are more differentiated perceived character, form and means of expressiveness of the musical work. The teacher's questions give verbal answers. In the sixth seventh year of life, they can generalize their impressions, operate with such terms as joining, couplet, sewing, part, pace, etc. They perceive the nature and means of expressiveness of the musical work, even without support for game images and teaching techniques.
So, the task of forming musical perception is solved by:
the selection of musical material, diverse on topics;
systematization of methodological methods of upbringing and learning;
The gradual complication of musical material from the point of view of figurative content, means of expressiveness and form.
All the activities of the teacher in the process of musical education are aimed at activating in children of musical perception and musical abilities, training of auditory and motor analyzers, without the participation of which no most elementary task facing the child can be solved. Therefore, the learning process is crucial in developing and educating musicality.
Consider the second task of musical education of children.
In order to achieve its successful implementation, it is necessary to systematically work on the development of the child's voice and the feeling of rhythm, the formation of singing skills, education in children of auditory attention. Children must focus and consciously perceive music in the hearing process. When the child sings, moves, it happens like the exercise of his senses. In order for the teaching of the child to go successfully, it is necessary to develop his musical abilities, taking into account the available deposits. It is important to draw attention to the structure of the child's hearing aid, the mouth and the nasal cavity, the speakerphone, on the properties of the nervous system. The body of the child of preschool age is very plastic and easily affecting the training.
In the process of learning, it is necessary to monitor how the whole group of children and each child separately, i.e. Implement an individual approach. If one or another child does not cope with the tasks, it is necessary to find out, because of what reasons this happens. Sometimes the observations of the musical leader and the educator are not enough. In such cases, consult with the doctor, talk with parents. The teacher should strive to ensure that the most different methodological techniques seek a more subtle hearing of music, clearer singing and consistency of movements with the nature of the musical work. In the process of learning, it is necessary to bring up a child from the child to overcome emerging difficulties, a desire to independently perform tasks.
Consider the third, the most difficult task of musical education - the development of the artistic and creative abilities of the child. Pedagogical science believes that the creative activity of children is developing, is brought up and improved in the process of upbringing and learning - active targeted activities. At musical classes, children are offered by the assignments, causing their interest and the desire to show the initiative. Inspired by music, children are combined in a common feeling, but each child usually expresses him in his own way. Mastering the skills and methods for performing tasks of this or that kind frees their attention and strength for creative activity.

2. Organization of work on musical education in a preschool educational institution

Music education in kindergarten is one of the most important educational funds. To carry out this work purposefully and in-depth, the entire pedagogical team should be responsible for it. The whole process of musical education of the head of the kindergarten is directed.
The head does not always have a musical education, but must have a common musical culture in order to create a cultural business atmosphere in the institution entrusted to her.
Head creates conditions for holding musical work with children. The main ones are a configured tool, suitable room. In addition, the following benefits are required for music sessions: checkboxes, balls, ribbons, hoops, handkerchiefs, sulting, etc. The head follows the acquisition of these benefits, to ensure the process of musical education of relevant methodological literature.
A prerequisite for holding musical classes is the lightweight costume of children and lightweight comfortable shoes. Special clothing organizes a children's team, helps to create an appropriate mood, allows children to easily and freely perform movements. Soft, comfortable shoes do not create excessive noise when performing musical and rhythmic movements. Therefore, the head of the kindergarten as possible ensures the acquisition of special costumes in which children will be changed, going to the musical activity. It can be simple, but elegantly stitched motley dresses on a coquette or short lush skirts of dark color and white blouses for girls, white shirts and short pants on a gum for boys.
The head ensures that musical work with children is reflected in the relevant documentation. Checks and approves the work plan of the music leader, follows the management of her accounting, at the work of the musical leader with educators. The head visits musical classes to verify their organization and assimilation of the children's material. She notes their form and content and after graduation is analyzed - expresses his considerations about the repertoire, methods of work, behavior of children, their success and shortcomings.
Visit music lessons must be a periodic character and not violate their relaxing situation. It is unacceptable to come to the lesson when he is doing. It is necessary to come to its beginning and stay to the end, warning, so that at that time it was not disturbed by challenges, did not appeal about those or other problems of economic or organizational and pedagogical work. The head must be tactfully, not to undermine the authority of the musical leader before children. All issues arising must be resolved after the care of children.
In addition, the head of the kindergarten is watching how music enters the daily life of children.
In preschool institutions with a large number of groups there is a senior teacher of kindergarten.
In his duties, along with others, the provision of work on musical education in the methodological office is equipped with its necessary benefits, literature, abstracts of musical classes, scenarios of holidays and leisure evenings. In addition, in the global work of the kindergarten, the head and senior caregiver can share their functions. For example, the Senior Educator is fully responsible for the formulation of musical education in groups, for the passage of the program, monitors the musical pedagogical process, and the head helps to establish the organizational moments of the work of the musical leader with the pedagogical team, parents, follows the fulfillment by the music director of his duties.
The music director is responsible for the correct work on the section "Music Education" in all kindergarten and for the implementation of the tasks of musical education of preschool children, the implementation of program requirements for each age group.
In the process of work, it should always remember the purpose of musical education - the formation of the identity of the child and the development of the reality of the music, the upbringing of the cultural listener.
In this regard, the musical leader of the kindergarten was obliged to hold music classes twice a week in each age group, in which the musical perception of musical and rhythmic skills and skills are improved, as well as to participate in physical culture activities. He is obliged to prepare for holidays and musical years of leisure: to conduct individual work with children - to develop their musical abilities, teach lagging behind or other software skills; attend methodical associations with the purpose of exchanging experiences; systematically increase their pedagogical and musical qualifications; To work with the pedagogical team of kindergarten in order to familiarize themselves with the basics of musical education, practical musical material, forms and methods of introducing music in the daily life of a kindergarten.
The music director is obliged to work with parents according to the plan for the head of the kindergarten.
Consider the content and form of work of the music leader with educators and parents.
Music leader In class, various in shape, introduces educators with theoretical issues of musical education of children, reveals the tasks, content and methods of work for each age group, helps to outline possible moments of introducing music in everyday life, discusses the scenarios and plans to hold holidays and musical Leisure Evening, discusses the results of the work done with the children, teach educators the main song and musical and rhythmic skills. Starting with the familiarization of educators with practical material, a plan of classes, the music director gradually leads them to understanding the entire system of musical work with children.
The main form of working with the pedagogical team is to consult. It happens group (2-4 people) and individual. At consultations, educators get acquainted with the next tasks of musical work in the group, they are discussing this or that a musical activity conducted, they note the achievements and failures, they are planning the content of individual work with children, the moments of introducing music in everyday life, educational work in a group that anticipate a new one or another new Material for musical lesson.

The music has long been recognized as an important means of forming a person's personal qualities, his spiritual world. Modern scientific research suggests that musical development has nothing to be replaced by the general and physical development of the child: an emotional sphere is formed, thinking is being improved, the child is done as sensitive to beauty in art and in life. The perception of music, the reflection of its mood and images in motion helps to strengthen the physical and mental health of children, the harmonious development of the body and the Spirit.

In preschool age it is very important to psychologically liberate the child through the development of its own body as an expressive tool for transmitting feelings, emotions that the child draws from music. A music has long been published for education and education connected not only by the harmony of sounds, but also poetry, dance, philosophy, creativity. It is these ideas that are important for education and in modern very difficult and cruel world. Therefore, very naturally the desire of teachers to raising children in the "laws of beauty", to the realization of the excellent formula of Plato: "From beautiful images we will move to beautiful thoughts, from beautiful thoughts - to a beautiful life and from a beautiful life - to absolute beauty ..." Beauty The inner world, healthy mind, healthy thoughts, the health of the soul and body ... That's what we strive for, immersing children into the world of music.

Each child has a peculiar combination of abilities, personal qualities. It is important to notice and develop all the best, which is laid out of nature, using an individual-differentiated approach, tasks of varying degrees of complexity. It is necessary to take into account the interests of children, inclinations towards various types of musical activity.

Maintenance Tasks of musical education in kindergarten:

1. Develop musical taste, rumor, ideas about beauty.
2. Strengthen the health of children through musical movement and special exercises, saturation of musical activities with positive experiences, encourage emotional response, desire to express their emotions.
3. Enrich the emotional scope of children with musical impressions.
4. Develop musical abilities in children in all available types of musical activity, promote the development of imagination and manifestation of children's musical creativity.
5. Develop the culture of listening to music, culture of singing and playing musical instruments, body culture.

The system of musical education consists of 4 interconnected sections:

1. 1. Hearing music:

- The perception of music specially created for the hearing.

- Music and didactic games and exercises.

1. Performance:

- Traffic.

- Playing for children's musical instruments.

1. Creation:

- Song.

- Music and gaming.

- Instrumental.

1. Music and educational activities:

- Primary ideas about the main elements of expressive music.

- Introduction of a musical dictionary into the speech of children.

The system of work on musical education in our DW is based on Following principles:

1. The principle of thematism. At the heart, there are topics close and clear to children in their own content, for example: "Visiting the autumn", "who lives in the forest", "we celebrate the New Year", "Winter Tale", "Spring Drops" and others.
2. Principle of use in the software repertoire highly artistic Works: classic, folk and modern.
3. Principle association all sections of musical classes single storyWhen it is possible, especially in classes with kids. It helps to captivate children, immerse them in a fascinating classes.
4. The principle of improvisation. The use of improvisation in all activities, desire for creativity.
5. Combining music, words and movements in exercises (speech and vocal exercises, finger gymnastics).

It is known that music was born out of two sources - from the word and movement. The birth of music by the "separation" of intonation from the word is just one way to create it. Another - the birth of music from movement (gesture, dance, pantomime), Which, like the Word, is a means of expression by man of his thoughts and experiences. These two sources led to formation on the one hand, intonations transmitting emotional content of speech - musically - speech intonations, on the other - plastic intonations transmitting emotional movement content.

The birth of music from these two sources naturally determined the emergence of two original primary kinds of musical activity - singing and moving to music. They are also the most democratic and loved ones.

In the structure of musical classes in kindergarten these types of musical activity occupy almost a central place. At the same time, if singing is quite complicated for children and later formed its appearance, then movement for the music is a much more affordable and early type of musical activity.

Musical Movement It is of particular interest in connection with the task of the development of creative abilities. He is explained Firstly, "Motor Nature" children's imagination (L.S.Vigotsky); Secondly, maximum availability of motion to music for children at all age stages including early age, which is very important for the formation of elements of musical creativity, starting from the first steps of musical development. The most vivid emotional reactions - joy, pleasure - They arise in children in musical activity, and bright emotions are the most important condition for the formation of creativity.

Speaking of " motor Nature"Children's imagination, L.S.vugotsky emphasized the effectiveness of recreation of his images by children "When using your own body". This is the key to understanding the importance of the musical movement in the musical and creative development of children.

Development feelings of rhythm The child goes from the first year. By 2-2,5 years old, the child has the simplest rhythmic ideas, then begins to reproduce the structure of their two smaller and one greater duration. By five years, the child reproduces the rhythmic canvas of the work, and even the senior preschoolers catch at the heart of the dynamic and rhythmic structure primarily with rhythm, and the melody and harmony are perceived much worse.

From early childhood, the child explores his voice opportunities, the sounds that surround it. These are household sounds, vehicles, sound sounds and others.

Systematic work with sound leads a child to acquaintance with the language of music and helps him form hearing, voice, rhythm.

And of course, it is impossible to underestimate the influence of music on the health of children. Musical classes enriched with impressions positive emotions improve well-being. Special breathing and voice exercises help children being in good physical shape. And the music itself treats, soothes and raises children.

Planning of musical work with preschool children

2. Organization of work on musical education in a preschool educational institution

Music education in kindergarten is one of the most important educational funds. To carry out this work purposefully and in-depth, the entire pedagogical team should be responsible for it. The whole process of musical education of the head of the kindergarten is directed.

The head does not always have a musical education, but must have a common musical culture in order to create a cultural business atmosphere in the institution entrusted to her.

Head creates conditions for holding musical work with children. The main ones are a configured tool, suitable room. In addition, the following benefits are required for music sessions: checkboxes, balls, ribbons, hoops, handkerchiefs, sulting, etc. The head follows the acquisition of these benefits, to ensure the process of musical education of relevant methodological literature.

A prerequisite for holding musical classes is the lightweight costume of children and lightweight comfortable shoes. Special clothing organizes a children's team, helps to create an appropriate mood, allows children to easily and freely perform movements. Soft, comfortable shoes do not create excessive noise when performing musical and rhythmic movements. Therefore, the head of the kindergarten as possible ensures the acquisition of special costumes in which children will be changed, going to the musical activity. It can be simple, but elegantly stitched motley dresses on a coquette or short lush skirts of dark color and white blouses for girls, white shirts and short pants on a gum for boys.

The head ensures that musical work with children is reflected in the relevant documentation. Checks and approves the work plan of the music leader, follows the management of her accounting, at the work of the musical leader with educators. The head visits musical classes to verify their organization and assimilation of the children's material. She notes their form and content and after graduation is analyzed - expresses his considerations about the repertoire, methods of work, behavior of children, their success and shortcomings.

Visit music lessons must be a periodic character and not violate their relaxing situation. It is unacceptable to come to the lesson when he is doing. It is necessary to come to its beginning and stay to the end, warning, so that at that time it was not disturbed by challenges, did not appeal about those or other problems of economic or organizational and pedagogical work. The head must be tactfully, not to undermine the authority of the musical leader before children. All issues arising must be resolved after the care of children.

In addition, the head of the kindergarten is watching how music enters the daily life of children.

In preschool institutions with a large number of groups there is a senior teacher of kindergarten.

In his duties, along with others, the provision of work on musical education in the methodological office is equipped with its necessary benefits, literature, abstracts of musical classes, scenarios of holidays and leisure evenings. In addition, in the global work of the kindergarten, the head and senior caregiver can share their functions. For example, the Senior Educator is fully responsible for the formulation of musical education in groups, for the passage of the program, monitors the musical pedagogical process, and the head helps to establish the organizational moments of the work of the musical leader with the pedagogical team, parents, follows the fulfillment by the music director of his duties.

The music director is responsible for the correct work on the section "Music Education" in all kindergarten and for the implementation of the tasks of musical education of preschool children, the implementation of program requirements for each age group.

In the process of work, it should always remember the purpose of musical education - the formation of the identity of the child and the development of the reality of the music, the upbringing of the cultural listener.

In this regard, the musical leader of the kindergarten was obliged to hold music classes twice a week in each age group, in which the musical perception of musical and rhythmic skills and skills are improved, as well as to participate in physical culture activities. He is obliged to prepare for holidays and musical years of leisure: to conduct individual work with children - to develop their musical abilities, teach lagging behind or other software skills; attend methodical associations with the purpose of exchanging experiences; systematically increase their pedagogical and musical qualifications; To work with the pedagogical team of kindergarten in order to familiarize themselves with the basics of musical education, practical musical material, forms and methods of introducing music in the daily life of a kindergarten.

The music director is obliged to work with parents according to the plan for the head of the kindergarten.

Consider the content and form of work of the music leader with educators and parents.

Music leader In class, various in shape, introduces educators with theoretical issues of musical education of children, reveals the tasks, content and methods of work for each age group, helps to outline possible moments of introducing music in everyday life, discusses the scenarios and plans to hold holidays and musical Leisure Evening, discusses the results of the work done with the children, teach educators the main song and musical and rhythmic skills. Starting with the familiarization of educators with practical material, a plan of classes, the music director gradually leads them to understanding the entire system of musical work with children.

The main form of working with the pedagogical team is to consult. It happens group (2-4 people) and individual. At consultations, educators get acquainted with the next tasks of musical work in the group, they are discussing this or that a musical activity conducted, they note the achievements and failures, they are planning the content of individual work with children, the moments of introducing music in everyday life, educational work in a group that anticipate a new one or another new Material for musical lesson.

In the course of individual consultations, the music director responds to the questions that arose, conducts work on the development of singers and musical and rhythmic skills in educators who do not have good musical abilities. Another form of working with educators is the practical classes of the entire team. They are learning a musical repertoire for children, since his knowledge provides work on the program. The music director also conducts seminars where new methodological literature is being studied on any partitions; Workshop, where, along with theoretical explanation and practical show, the music director tasks to each of those present. For example, the music director tells teachers about the meaning and types of musical and didactic games, shows a number of games for each age group, and then invites everyone to prepare and carry out similar games in their groups. After some time, caregivers get acquainted with this work in groups of their comrades. Then everyone is going together to discuss the results. Conducting a workshop for a long timeBut, undoubtedly, brings significant benefits.

Along with the specified classes, the musical leader of the kindergarten is carried out to improve the musical culture of the pedagogical team of the kindergarten. This may be a report on a pedsow on important events in the country's musical life, the musical education of children abroad, the life and work of one or another composer, etc. It is advisable to inform the team of significant musical dates, the news in the musical education of children and other matters of musical life through the wallgazeta, special stands.

An important form of work is to conduct open classes, leisure events for musical education of children with their subsequent discussion, which helps to find optimal methodological techniques, develops a critical attitude to the material, the method of learning. In open classes, both achievements and shortcomings in pedagogical work become apparent.

In order for music to firmly in the life of children, a musical leader needs to cover not only the pedagogical team, but also parents. Parents must understand the main goals and objectives that the kindergarten in the case of musical education and child development. They should be interested in the process of his musical growth on musical classes, statements about music. An undesirable song only in the event will disappear from the help of a child if he does not hear her not only in kindergarten, but also at home. But for this, a certain job should be carried out with parents, in the process of which it is necessary to ensure that they are conductors of musical education, skillfully supported the interest of the child to music, and did not drown him. The music director must notify parents about the promotion of their children in the field of musical development, about the degree of their giftedness. To do this, he should use all convenient moments of the life of a kindergarten:

· Perform with reports on group and general parental meetings to explain the most different issues of musical - aesthetic education, the organization of the child's musical activity in the family;

· Conduct individual conversations at the moments of the arrival and care of children;

Consider the role of the educator in the process of musical education of children of preschool age.

Rising a child with means of music, teachers should understand its importance for the comprehensive development of the person and be its active guide to children. It is very good when children in the free watches water dances, sing songs, pick up the melodies on the metal fond. Music should pierce many aspects of the child's life. And to direct the process of musical education in the right channel can only one who does not work with children, namely the educator. But for this, the educator must have the necessary knowledge in the field of music. In preschool peders, future educators receive wide musical training: learn to play on the instrument, sing, dance, master the methodology of musical education, etc. In kindergartens, work to improve the level of musical knowledge, the development of the musical experience of the team of teachers is leading a music director.

Meanwhile, with an educator, the responsibility for holding musical education in the group, with which he works, even if there is a very experienced musical leader in kindergarten.

The teacher is obliged:

· Develop independence, the initiative of children in the performance of familiar songs, rounds in various conditions (for walks, morning gymnastics, classes), to help ensure that children express their musical impressions in creative games;

· Develop a musical rumor, the feeling of the rhythm of children in the process of holding musical doedactic games;

· Deepen the musical impressions of children by listening to gramis;

· Know all the program requirements for musical education, the entire repertoire of your group and be an active assistant music leader at musical classes;

· Conduct regular musical classes with children of your group in the absence of a musical leader (disease, vacation).

The educator must carry out musical education, using all forms of work: singing, listening to music and musical and rhythmic movements - the game on musical instruments. Skills for such work The teacher receives during special training in educational institutions and through communication with: the music director at various consultations, participation in the conduct of workshops, etc.

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Music education of children in kindergarten

Introduction

preschooler education musical child

Huge influence of music on the spiritual world of man. Rising a child, it is absolutely necessary to engage not only by his physical and mental development, but it is equally important to take care of the formation of its moral and aesthetic education. Famous teacher V.A. Sukhomlinsky noted: "Music education is not upbringing a musician, but first of all the upbringing of a person."

Of great importance is the environment in which the child grows (especially in the first years of life). Early manifestation of musical abilities is manifested, as a rule, it is in children who receive sufficiently rich musical impressions. The assimilation of any language begins in early childhood. Music language is no exception. If a person grows in a "non-music" environment, he often forms a negative attitude towards "serious" music. Such music does not cause an emotional response, if a person is not used to emphasize the feelings expressed in it since childhood.

Depending on which feelings are positive or negative, they prevail in a child, it creates a particular mood, it is formed by this or other behavior (cheerful, cheerful, sluggish, passive, excited). Therefore, it is important to try as often as possible in children positive feelings and to warn, and if possible, and prevent the occurrence of negative emotions - manifestations of anger, fear, displeasure and other unwanted feelings. It is necessary to enrich and deepen the aesthetic feelings of the child: to cause love and interest in music, singing, cause joyful experiences at the sight of a beautiful and negative attitude towards everything ugly, sloppy, rough.

From the very birth of a person surround sounds. Through the sound perception, he knows the world around him, its beauty and diversity. From infancy, the child hears the lullabies, saven with her mother. The noise of rain, rusting from the trees of the leaves, howls the blizzard or the murmur of the stream, twitter birds - all these people learned to transfer to the musical works. Along with the fiction, the theater, visual art, music performs a crucial social role. How poorer would our world be, if there were no music that helped people would be better understood each other.

1. Theoretical foundations of musical education of children

.1 Meaning and tasks of musical education of children in kindergarten

Multiple arts have specific means of exposure to humans. Music has the ability to influence not only adult, but also on the child in the earliest stages of its development. It has been proven that even the music that the future mother listens is influenced by the child's well-being and is very important for the intrauterine development of the infant.

Music is one of the richest and effective means of aesthetic education, it has a great power of emotional impact, forms tastes and raises human feelings. Numerous studies confirm that the lack of full-fledged musical impressions in childhood, that is, the development of musical abilities and the formation of the basics of musical culture, with difficulty fill in the future. In children at the age of two or two and a half years, a feeling of perception of music appears. A child can listen to music carefully, singing and precisely from this age you need to give a child to listen to good music.

Music has a similar intonational nature with a speech. As for the speech mastering, a speech environment is needed and the child must learn to perceive the musical works of different eras and styles, to get used to its intonations, empathize. And on what sound information he will absorb from early childhood, its further general development will depend on the general development, aesthetic and emotional perception, thinking, interests and tastes. Music that transmits the entire range of feelings and their shades can expand the ideas of children about the senses of a person in real life, as they still have too little experience in this area.

Music education of preschoolers contributes to the comprehension of valuable cultural experience of generations, knowledge of beauty standards.

In addition to the information about the music, which carries a cognitive experience, conversations about it include the characteristic of emotional-shaped content, therefore the dictionary of children is enriched with figurative words and expressions characterizing the feelings transmitted in music. And the ability to submit and reproduce the height of sound and melodies implies mental operations: comparison, analysis, memorization, comparison, which affects the musical, as well as on the overall development of the child. Emotional responsiveness to music is closely connected with emotional responsiveness in life, with the upbringing of such qualities as kindness, the ability to empathize.

Music accompanies man throughout his life. Music works reflect the experiences of a person, historical milestones of human society. Sad sounds help to express the mountain of people (wars, troubles, diseases and losses of loved ones); Solemn and joyful melodies reflect the happy moments of human life (victory over the enemy, meeting after a long separation, the birth of man, etc.). That is, music unites people in the mountain, becomes a means of communication, empathy between them. The child, from the early years of listening to music, learns to feel the mood of the melody transmitting the mental state of a person, transmit an emotional attitude to the heard, gives rise to improvisation and association. The development of musical abilities is one of the main tasks of musical education of children. A person has congenital depositors, predispositions, features, but musical abilities themselves are always the result of development. Abilities depend on congenital deposits, but they receive development in the process of education and training. The program of musical education gradually and consistently passes the process of forming the musical interests of the child, its abilities, the continuity of the musical development of the child in different age stages is carried out in order to systemal training to school.

1.2 Specificity of age features of musical development of preschool children

Certain importations are the age capabilities and individual characteristics of the child. It is very important in the process of musical education to take into account the interests and features of each child. In the child it is important to develop all the best that is laid in it from nature. Considering the tendency to certain types of musical activity, based on various natural deposits to form special musical abilities.

An auditory sensitivity appears in children early: the two-week kid is already reacting to sounds and from the first months of life rejoices or calms down depending on the nature of the music.

In the second year of life, the child can distinguish high and low sounds, loud and quiet sound.

From three to four years, children have individual differences in hearing sensitivity and some kids can even accurately reproduce a simple melody.

In the fifth year of development, individual inconsistencies and features of each child are increasingly manifested. It is meaningfully approaches the requirements of the musical teacher, can make the simplest generalizations of phenomena and events, is able to determine the nature of the music and the tool on which this melody is executed.

The sixth and seventh years are a period of preparation for school. Children on the basis of the knowledge gained music can independently characterize the musical work, feel the diverse shades of the mood, transmitted by the music, understand its expressive means. More pronounced musical interests and individual abilities of the guys.

Therefore, it is very important on every age segment in the process of musical development to remember the individual-infreential approach, which helps to monitor the individual development of children, note those shifts that occurred in their development and education. In the process of collective classes, the teacher provides for the individual tasks of varying degrees of complexity, which makes them attractive for children and does not infringe the interests. Individually - a differentiated approach is necessary on all age-related stages of development of a preschooler, but the younger child, the more he needs such an approach from the teacher.

2. Methods of musical education of children in kindergarten

2.1 Music education programs in kindergarten

In a period of time, there are many programs for musical education of preschoolers, the leadership of each preschool institution has the opportunity to stop its choice on the program that seems to him the most acceptable for musical education and development of children.

In the Soviet period of development of our country, the majority of pre-school institutions worked under the program of musical education N.A. Vetlogian. The purpose of this program is the development of a child of general musicality. This is achieved through the musical activity of children. ON THE. Vetlugin allocates four types of activity: the perception of music, execution, creativity and musical - educational activities. The program highlighted three forms of classes: frontal (with the entire group), individual and small groups. Each form of classes must be present all types of performance: singing, musical and rhythmic movements, playing children's musical instruments. The scope of the main types of execution is expanding due to the inclusion of elements of song, gaming, dance creativity. In working with children of age groups, the same tasks are solved that are consistently complicated, that is, a concentric method for building a program is used. The main task of the program is to master the actions, skills and skills in the field of music perception, singing, movement and games on musical instruments. The repertoire of the listening of music is built in the program N.A. Vetryogina on the works of composers - classics. For a more complete perception of the work by children, the author recommends using various visual manuals - literary text, symbols, cards corresponding to the nature of the play, movement of the melody. She recommends listening to one product of several classes in a row, with each listening to focusing on the form of a work, means of expressiveness, rhythm, etc. In the singing section on musical classes, attention to the use of speakers - exercises, the repeated repetition of which develops the correctness and purity of intonation. The author believes that for the full perception of music it is necessary to train preschoolers singing on notes. Music - rhythmic movements help children most fully perceive the musical work, a musical image. It is important in classes to monitor the expressive performance of movements. For rhythm classes, folk music and music written for children with Soviet composers are used, mainly. For execution by orchestra N.A. Vetlugin recommends using works learned earlier from the singing, hearing or rhythm program. In the game processes on musical instruments are formed elementary executive skills through which the child could express his mood, his feeling of music.

In preschool musical education, another program is applied - the program O.P. Radinova. This program is drawn up by a group of authors A.I. Catinen, M.P. Palavandishvili and O.P. Rydnova, edited by the latter. These are followers and disciples N.A. Vetryogina, therefore, the basic principles of musical education of children in these programs coincide. The authors believe that musical education in kindergarten is an organized pedagogical process aimed at raising the musical culture, the development of children's musical abilities in order to form a child's creative personality. All this can be achieved through the development of the perception of music. Getting knowledge, skills should not be an end in itself, but should contribute to the formation of preferences, interests, needs, tastes of children, that is, elements of musical - aesthetic consciousness. The authors of the program consider and prove that in the process of musical activity of children (singing, rhythm, hearing, the game of instruments) are formed and developing the main musical abilities of children. The program is built in such a way that all types of musical activity of children are closely interrelated and complement each other. So, the work that the children listened, the authors offer to orchesttress, and to better feel the music, it is proposed to learn dance movements corresponding to the nature of the music. Teaching children game on musical instruments, the authors focus on the fact that it is important to instill not only the skills of the game of instruments, but to teach the child to feel the expressive possibilities of each tool. The authors are introduced into the program such a concept as "Dictionary of Emotions", that is, the accumulation of words characterizing the character, feelings, sent in music. Trace the "sensual program" of the musical work implies mental operations - comparison, analysis, synthesis. The formation of the child's shaped "emotion dictionary", which makes it possible to expand the ideas about the senses of a person expressed in music, tie them with life, perhaps in the process of various types of musical activity. Be sure to use for classes of cards, other musical - didactic benefits, since children prevailingly prevail - figurative perception. Classes are divided into individual, according to subgroups, frontal. The content of classes can be typical, dominant, thematic and complex.

In preschool children's institutions, along with the above-mentioned above, the Synthesis program based on the synthesis of art is also applied. This is a music listening program. The group of authors of the Program founded its work on what initially, in the early stages of development, art was a syncretic character and included the safety of the art of verbal and musical, early forms of choreography and pantomime. The principle of syncreticity of art The authors use on musical classes with children: Synthesis makes it possible to connect different arts in the interests of their mutual enrichment, enhancing figurative expressiveness. The authors believe that the full perception and awareness of the man of works of any art is possible only in the presence of elementary knowledge in the field of other art types. And you need to begin with children's age, because the child is naturally syncretic orientation in the world and the syncretic nature of artistic - creative activity. The most fruitful, according to the authors, is the synthesis of music, painting, literature, giving great opportunities for the development of the child's artistic culture. This program is based on the interaction of several principles of organizing music classes with children: a special selection of the musical repertoire, the use of the synthesis of arts, the use of other types of music in the listening of children as auxiliary - singing, games in the orchestra, conducting. The music repertoire of the program includes works of different eras and styles that meet two leading principles: high artisticity and accessibility. To achieve accessibility to children, preference is given to the fairy tale - a fairy tale in the ballet and a fairy tale in Opera. The musical works of the program are combined into thematic blocks and are given in them in the order of increasing complexity. Music is fed at the level of associative connections, which wakes up the child's creative fantasy, stimulates its figurative thinking. The program distinguishes different age-related periods of child development and material is supplied with increasing depth and complexity. When working with the program for a more complete impression, cassettes with studio records of musical works, a set of slides, video tapes and diameters are widely used.

If you compare all the presented programs for the musical education of preschoolers, then the first are the first - in many ways are similar to each other, but the differences eat in them. In the program of the velogic main task, making masters by children, skills, skills in the field of perception of music (singing, movement, playing musical instruments). In the second program, the main task is to form musical preferences, interests, needs, tastes of children, that is, elements of musical - aesthetic consciousness, and skills and skills serve as a means of achieving this goal. In the program, Radinova, all kinds of children's musical activity are closely interrelated, and in the veto they exist somewhat torn apart from each other (except for playing musical instruments). From this point of view, the second program is more perfect. In the second program, the form of classes is less limited and the teacher at their discretion can conduct a thematic or integrated occupation, using certain types of children in them. The Synthesis program is significantly different from the two previous and more advanced in terms of general -est, spiritual development of the child. It is significantly more expanding the horizons of the preschooler, comes to world culture as a whole, and not just to music, which is important for becoming a full-fledged person. The main emphasis here is done on the listening of music, and such activities as singing, moving to the music, the authors are recommended to use as auxiliary. This program has a large variability of classes.

2.2 Used raising children in music lessons in kindergarten

Throughout his life, a person masters various activities, as a result of which his mental qualities and personality properties are formed. Some of them acquire special significance, develop most successfully. Perception, memory, thinking, feeling, imagination is improved in operation.

Also, musical activity consists of numerous actions. Music activities of preschoolers lies in various ways and means of knowledge of the children of musical art (and through it and the surrounding life, and itself), with the help of which general development is carried out. In musical education of children, the following types of musical activity are distinguished: the perception of music, execution, creativity, musical - educational activities. All activities are interconnected and interact with each other. Each type of activity serves as a means of developing any musical ability.

With the help of the perception of music, a lade feeling is formed distinguishing emotional color. Sounded ear (musical - auditory views) is developing with the help of those activities in which this ability is manifested, namely in two types of performance - singing and playing musical instruments for hearing. The rhythmic feeling finds an expression primarily in musical - rhythmic movements, reproducing a rhythmic pattern in cotton, on musical instruments, in singing. Emotional responsiveness to music develops in the process of all types of musical activity. Thus, all kinds of musical activity are the means of musical education and development of children. One of the leading types of musical activity is the hearing perception. Famous Soviet composer D.B. Kabalevsky noted the importance of raising an attentive, understanding the listener from early childhood. Music, like other arts, reflects reality. In everyday life, music accompanies man, reveals his attitude towards the world around the world, enriches spiritually, helps to work and relax. In Opera and Ballet, it characterizes the actions, relationships, experiences of heroes. It hears a live speech - a calm or excited story, a smooth or intermittent story, questions, answers, exclamations. The impact of music depends on the personality of a person, from the preparedness of him to perception. It is necessary to develop the perception of music as active activity similar to the game on tools or singing. It is necessary first of all to seek an understanding of what music "tells" about. Perception is the first stage of the mental process, therefore, precedes and accompanies all types of musical activity. The perception of music is already carried out when a child cannot engage in other types of art. Music's perception is a leading type of musical activity in all age-related periods of preschool childhood. The music listening program is based on a well-thought-out system. It consists of works in which musical images are consistently complicated, the feelings, mood become more diverse, the circle of life phenomena transmitted in music is expanding.

The perception of music in a child and in an adult for various musical and life experience is not equally. The perception of music by children of early age is distinguished by involuntary character, emotionality. In preschool age, elementary basics of musical culture are laid. In the younger stages of development, children, by virtue of instability, attention is better perceived by small and bright works, especially songs. Their emotions in the form of surprise, admiration are expressed in coats, bounce and quickly arising, also quickly disappear. Gradually, with the acquisition of some experience, as we own speech, children can perceive music more meaningfully. There is an interest in the content of the work, questions arise related to the desire to find out what music tells about, to express their mood after listening to the musical work. In children of senior preschool age with enriching their life experience, the experience of listening to music, the perception of music gives rise to a more varied impression. Throughout the preschool childhood, the circle of acquaintances of intonation expands and fixes, preferences are detected, the start of the musical taste and musical culture in general are formed. By the end of his stay in kindergarten, children are able to recognize the work as a whole, individual parts, chorus, conclusion, can distinguish between the types of musical works and their features (march, dance, lullaby).

The musical perception of the child will not develop and improve fully if it is based only on the hearing of musical works. It is important to use for the development of musical perception all types of musical executing, which are carried out in singing, musical - rhythmic movements, playing musical instruments. To master various types of performing activities, it is necessary to form certain skills and skills in children. Children's performance requires specified training actions, repetitions and exercises.

Singing is the most massive and affordable view of the execution. Singing has a beneficial effect on the children's body, helps the development of speech, promotes the development and strengthening of the lungs, strengthening the voice apparatus. According to doctors, singing is the best form of respiratory gymnastics. In addition, children receive various information about music, acquire skills and skills. The musical needs of the child are implemented in singing. It is closest and accessible to children. This kind of musical art is taught in the nursery, kindergarten, at school, in numerous circles, studios, choras and ensembles. The child's voice is a natural tool with which he has from an early age. That is why singing all the time is present in the life of children, it takes his leisure, helps to organize creative, plot games. In detail, the technique of working with a childish voice was given by a musical figure and teachers N.A. Metall.

Rhythmics is one of the types of musical activity, in which the content of music, its character is transmitted through movements. Over the years, teachers use movement as a means of musical development. In progressive pedagogical systems of musical education, the movement is always given a special place, as the musicians recognize the opportunity for him not only to improve the body, but also to develop a spiritual world of man. The motion to the music of ancient times was used in the education of children (China, Greece, ancient India).

The basis of rhythm is music, and a variety of exercise, dances, plotted movements are used as a means of deeper perception and understanding. Swiss teacher and composer Emil Jacques - Dalcorz for the first time substantiated rhythm as a method of musical education. Rhythm helps the development of the child's musical abilities, its plasticity and. Expressive movements. Different nature dancing, musical games, motor gaming exercises help the child understand the content of music, its difficult language. The movements are successfully used as techniques that activate the awareness of the children's melody's character, the quality of sound science (smooth, clear, rippled), means of musical expressiveness (accents, dynamics, take offs and drops of melody, tempo, rhythmic pattern, etc.). These properties of music help model the movements of the hands, dance and shaped movements. Music education by means of movements is carried out in the process of learning games and dances, rounds and dances, exercises and dramatization, affordable and interesting children. But, engaging rhythm, it is necessary to remember that the center of the classes is music, and not the execution of movements.

In the matter of musical education of children, a special role is given to musical instruments and children's toys, which cause great interest from the guys. They are widely used in children's preschool institutions, thereby involving the kids in the sphere of music, helping the development of his creative abilities. There are many diverse opportunities to use such musical instruments in the pre-school period: it is both individual musitization during leisure hours, and collective execution in the children's orchestra. Some toys - tools are used as visual doedactic benefits that help the teacher to develop musically - sensory abilities of preschoolers, to acquaint them with individual elements of musical letters. Names "Musical toys" and "Children's Musical Instruments" are very conditional. Musical toys are most often used in plot and didactic games in junior kindergarten groups. In the senior groups, children get acquainted with more diverse tools and gradually acquire the skills of the game on them. Education to the game in children's musical instruments is developing the perception of plays performed by adults. Children's tools are often a small similarity of the present. In kindergarten, it is desirable to choose a full range of children's musical instruments, from which you can make an ensemble or even a small orchestra.

Famous teacher and musical actor N.A. The lambs already in the 20s of the 20th century spoke about the important role of this type of children's musical activity. He became the initiator of teaching children to play musical instruments, carried out great work on creating and improving children's musical instruments, having a sound, metallophone and xylophone. He also owns the idea of \u200b\u200borganizing a children's orchestra (first noise, and then mixed). ON THE. The lamb was the first author of the programs of musical disciplines, which are studied at different levels of training teachers - musicians and educators of kindergartens. In its publications, it gives detailed methodological guidelines for the use, configuration of tools, sequence of children's education game on M Recurative tools, description of the receptions of the game on each of them. The game on musical instruments is developing will, desire to achieve the goal, imagination. It is important to attract the attention of children to expressiveness of the tone of each tool, use figurative comparisons and characteristics. Children should feel the expressive opportunities of the tools, learn to use the variety of timbre paintings. Thus, the musical responsiveness to music is developing - the basis of musicality. Teaching children playing musical instruments, the teacher must take into account the individual features of each child.

At musical classes, preschoolers must be present all types of children's musical execution. It is impossible to be limited only to the extinguishing of this work or repertoire. It is important that classes be creative in nature, create a prerequisite for this: to enable the child to choose tools for the execution of a particular play, provide conditions for the manifestation of improvisation. In improvisations, the child is emotionally, directly applies all that he has learned in the learning process (accumulated impressions of the perception of art, which is a model for creativity, its source). In turn, learning is enriched with creative manifestations of children, acquires a developing nature. Children's musical creativity and execution usually do not respond artistic value for others. It is important for the child himself. The criteria for its success is not an artistic value of a musical image created by a child, but the presence of emotional content, expressiveness of the image itself and its incarnation, diversity and originality. It is necessary to develop in children the main musical abilities so that they can compose and sing a melody. It is necessary to develop imagination and fantasy, free orientation in unusual situations for the manifestation of its creativity in all kinds of musical activity: in singing, rhythm, playing for children's musical instruments.

In the pre-school period of development, children not only learn practical musical skills and skills, but also receive the necessary theoretical knowledge of music. Each type of musical activity requires certain knowledge. The development of a lade feeling (the difference in the emotional color of music is the nature of the whole work) involves the knowledge that the content of music is feelings, moods, their shift; that the image in music of any phenomena of the world has a specific emotional color; That the means of musical expressiveness (major or mining fluctuations, various timbre, dynamics) create a certain mood (fun or solemn, gentle or formidable). To form musical and auditory ideas, knowledge is important that musical sounds have different heights that the melody consists of sounds that vice up, down or repeated at one height. The development of a sense of rhythm needs the knowledge that musical sounds have a different length - are long and short, that they move and their alternation can be measured or more active that rhythm affects the nature of music, its emotional color, makes more recognizable various genres. The formation of a motivated assessment of musical works In addition to accumulation of auditory experience implies certain knowledge of music, its types, composers, musical instruments, means of musical expressiveness, musical genres, forms, mastering some musical terms (register, pace, phrase, part, etc.) .

The main form of educational work with children - musical classes, during which systematic, purposeful and comprehensive education of preschoolers, the formation of musical abilities of each child is carried out. Children show tendency to certain types of musical activity and it is important to notice and develop the desire to communicate with music in the form of musical activities to which he exists the greatest interest in which his abilities are most fully implemented. This does not mean that the rest of the musical activity should not be mastered. However, it is impossible not to take into account the situation of psychology on leading activities that influence the development of the personality. If these leading activities manifested themselves in preschool childhood, it is necessary to take into account the features of each child and, accordingly, to focus the process of musical education for the development of its abilities, inconsistencies and interests. Otherwise, the learning process is reduced to "shank". If training is carried out without an individually differentiated approach, it ceases to be developing. Music classes promote the upbringing of many positive qualities of the child's personality. They combine children with common joyful aesthetic experiences, joint actions, teach culture of behavior, require a certain concentration, manifestations of mental effort. Classes have an undoubted impact on other forms of children's organization. Independent music activity Guys will be more active on the basis of knowledge, skills, skills acquired in classes.

Musical classes are carried out simultaneously with the whole group and their content and structure depends on the age of children. Requirements for the quality of learned skills are complicated and rising from the group to the group. At the musical, as in other activities, the advocacy work is carried out, special abilities are developing, creative, initiative attitude towards educational material is being formed.

During the musical sessions, children are trained at once several types of musical activity (singing, movement, etc.), which distinguishes these classes from others (modeling, drawing, mathematics and others).

The difficulty of building a classes is that the teacher needs to switch the attention of the guys from one type of activity to another, without reducing the emotional lift. Causes difficulty and a sequence of learning of educational material: initial acquaintance, assimilation of skills in the learning process, repetition, consolidation, execution of learned. Educational material is bottled by the degree of difficulty. Therefore, tasks are more complicated at the beginning of classes. It is also necessary to reduce the overall load by the end of the occupation.

The structure of classes should be flexible and depending on the age of guys, content, the characteristics of the material are modified.

In groups of early and younger preschool age, classes are more free, relaxed and gaming character. In the practice of learning in an older age, it is advisable to the distribution of various activities in a certain sequence. At the beginning of the classes are given small musical - rhythmic exercises that organize the attention of children and prepare them for assignments requiring auditory attention. Then the guys listen to music and sing. Singing includes a variety of vocal exercises, performing creative tasks, exercises for the development of musical hearing, learning of several songs. The occupation of musically - rhythmic activities - game, dance, dance. Quiet tasks, alternatives with dynamic, allow you to distribute physical exertion evenly throughout the exercise. Organized and clearly carry out musical training contributes to the preparation of training plans in classes.

Great importance in the development of activity and creativity, the guys plays properly organized work in the kindergarten for the development of independent artistic activities: theatrical, visual, artistic - speech and musical.

In independent musical activity, the guys sing on their own initiative, water dance, choose light melodies, perform simple dances. Child music is characterized by the fact that the child must be focused on music - play, sing, dance, to play or compose something. At musical classes, the teacher systematically encourages children to independent actions, to the use of knowledge gained and skills. Among the games the main place is occupied by "musical classes" and "musical concerts", based on the experience gained by children, mainly in class.

Playing a "musical occupation" guys distribute the role of the educator, music leader. In the process of the game, the structure of classes, behavior and intonation of adults is copied. For example, two girls depicting the "musical employee" and the educator, plant dolls in front of them and learn the song M. Krasov "Autumn". One of the girls strictly says: "And this is silent, like an echo." Music sessions in the children's game can have a more complex, unfolded form: several activities are combined (execution on a citre, metalfone and dance, guessing a song on its melody and dance, etc.). In the "concert", children organize alternation of various "numbers", executed by a group of children - "artists", for their comrades - "viewers", with the indispensable participation of the "leader". One of the options of the musical game can be called "Orchestra": the conductor and musicians who perform a simple song are selected, taking off the rhythm on musical instruments or cubes. Significant for the musical development of preschoolers are games in which creative manifestations are noted. Children compose speakers, songs, using familiar movements, come up with dances, constructions. Children show the desire for independent musical activity, on their own initiative apply their musical experience in a wide variety of kinds of musical practice.

Forms of organization of independent musical activity of children are diverse. Individual self-exercises of the child act as consolidation of skills and skills acquired on musical classes. Children repeat not only familiar games, dancing, songs, but also separate elements. The actions of the guys are the character of exercises; They teach each other to perform, for example, a polka step, to sing the melody of the song, notice inaccuracies in the fulfillment of certain actions, show how to be saved, sing. Independent musical activity requires creating external conditions, a particular material environment. Children are important to have their own "Music Corner" equipped with appropriate furniture. It needs to be placed in a remote place. At its disposal, the guys must be a small number of musical toys and children's musical instruments, desktop musical - didactic games, visual material. Flowers will be appropriate here, and the decorative works of the guys.

The main role of the educator is in the leadership of the musical independent activities of the guys, complicity in it. The music director is actively involved in the development of independent musical activity of children. It provides the development of the necessary repertoire, methods of musical activity, helps the educator to improve the quality of his singing, dance, playing instruments. The joint work of the musical leader and the educator is the key to the emergence of the need for the guys to independently musitizing, achieving the success of children.

Music education in kindergarten is carried out in a variety of forms: on musical classes, in independent artistic activities, during holidays and entertainment, in the hours of leisure, independent games, during walks, morning gymnastics, etc. The inclusion of music in the daily life of children in the conditions of a kindergarten is determined by the clear guidance from the educator, who taking into account the goals and objectives of the upbringing, as well as the possibilities, interests and tendency of the guys, with the help of a musical leader and independently selects the musical repertoire, assuming its inclusion in different moments of life Child. Often in the practice of kindergartens are organized by greetings for children happy birthday. On such days, music, independent singing, children dances are very appropriate. The guys may compose for their comrade song, to fulfill dance, play musical instruments. All this is not only developing the musical abilities of the guys, but also teaches them to take care of each other, do and perform what is nice to comrade. In the free time, children often arrange games in which a significant role is given to music. Even if children play games that are not associated with musical themes, music, a variety of musical accompaniment in them can also take place.

A significant role in the musical education of children is played by musical and didactic games that develop musical hearing, the creative ability of the child, help in a games form to absorb the elements of the note literacy. In many musical and didactic games, children's musical instruments are used (metalphone, citrate, bells, tambourine, drum and others). Listening to dance music in records, children try to determine her character: Polka, Waltz or Russian dance. This sometimes helps movement for it. Moving to the music, children seem to check whether they called the dance correctly, whether their movements are suitable for this music.

Music has its educational impact and during children walks, stimulating their activity, independence, causing various emotions, creating a good mood, reviving the accumulated impressions. For a walk, mobile games are conducted with singing. In the summer you can use children's musical instruments, providing children to improvise, performing simple melodies.

At artistic classes, music can also find widespread use. Introducing the guys with Russian folk fairy tales, the teacher accompanies his story with the execution of small songs of the heroes of fairy tales characterizing characters. Music helps convey the characteristic features of the artistic image, enriches children's impressions.

Music, accompanying the morning gymnastics and physical education, activates children, significantly improves the quality of the exercises performed by them, organizes the team. And here the guys develop musicality, its main components - emotional responsiveness, rumor. The child and here learns to perceive the music, move in accordance with its character, means of expressiveness. Morning gymnastics creates a cheerful mood, prepares a children's body to various activities.

An important means of deepening musical ideas of children, the improvement of musical perception is entertainment using music (concerts, children's operas, musical games - dramatization, puppet performances, cheerful competitions, quiz and other). Many entertainment are associated with a variety of art types: visual, music, literature, theater, cinema. Music in entertainment is used in different ways: in one case, it constitutes the main content (musical games, concerts, choreographic miniatures, dances), in another - partially applied (performances, games - dramatization). The correct finding of the place of music in the entertainment helps accurately select the musical works and this is to create the necessary mood, the atmosphere and thereby more purposefully implement the pedagogical effect on children.

Different types of musical activity occupy a leading place in children's matinees. Holidays in kindergarten are devoted to significant events and are an important element of the pedagogical process. DIFFEREND ARTISTIC ACTIVITY OF CHILDREN IN MOTORNIKS: Solemn processions, rebuilding, singing, games, dancing. New Year, Spring Meeting, Mother's Day, Victory Day, Farewell to a kindergarten and meeting with the school - a variety of matinee topics creates a raised mood in children, causes patriotic and aesthetic feelings, an emotional response.

Conclusion

It is necessary from an early age to create conditions for the development of the foundations of the musical culture of children. Some children are able to achieve a high level of musical development, others perhaps more modest. It is important that from early childhood, children learn to treat music not only as a means of fusion, but also as an important phenomenon in spiritual culture. Let this understanding be primitive, but it is significantly for the person.

Only developing the need, emotions, feelings, interests, tastes of children (musical - eutric consciousness) can be attached to the musical culture, lay it on the basis.

Preschool age is extremely important for later mastering musical culture. If the musical and aesthetic consciousness of children is developed in the process of musical activity, it will not pass without a trace for their subsequent development and spiritual formation.

By acquiring certain knowledge of music, skills and skills in the process of musical activity, children are involved in musical art. It is important that in the process of musical education the acquisition of knowledge, skills and skills was not an end in itself, but contributed to the development of musical and general abilities, the formation of the basics of musical and general spiritual culture.

The society is interested in maintaining and conveying spiritual values \u200b\u200bto future generations, including musical culture. Children should develop through the knowledge of the cultural heritage, to be brought up so as to be able to increase it.

Working for some time in preschool institutions, engaged in children on musical classes, I was convinced of how important it for preschoolers, starting from the smallest years to instill love for music, as they emotionally perceive these classes and how they have a beneficial effect.

The solution of the tasks of musical education of children depends on pedagogical skills, conditions, methods of education, attention as parents and educators.

Bibliography

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