Musical environment as a means of child development. Creation of a subject-developing environment for musical development in preschool. Independent creative activity of a child is possible provided that a special subject-developing environment is created

"Musical subject-developing environment of the preschool educational institution"

This methodological development will be useful to music directors and educators of preschool educational institutions.
Everyone knows and has been proven by scientists that music enriches the spiritual world of a child, has an impact on the development of his creative abilities. The development of musical abilities depends on psychological and pedagogical conditions, of course, on a well-organized object-spatial environment. The subject-developing environment of the group, enriched with musical and song material, allows the child to accumulate musical experience, it stimulates the development of independence, influences the formation of an individual musical subculture.
The strategy and tactics of building an environment is determined by the characteristics of a personality-oriented developmental model of education and is subject to the following principles:
The principle of distance, position in the 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 the aesthetic organization of the environment;

The principle of openness - closeness;
The principle of taking into account gender and age differences in children.
Half of the twelve-hour stay at the preschool educational institution is in a group, while the documents regulating the activities of a preschool institution determine that music lessons at a younger age are 30 minutes, at an older age - 1 hour per week. The child receives basic knowledge and skills in the classroom, and it is more effective to consolidate them in independent activities.
Independence is a constantly developing personality trait. Its foundations are laid at the border of early and preschool age, and its further development as a personal quality during preschool childhood is associated with the main activities. The manifestation of activity, initiative in children is facilitated not only by various types of children's activities, but also by the subject-developing environment of the group, which must be created in accordance with the principles listed above. It is necessary that the teacher stimulate, direct and correct independent activity.
Children in a variety of situations that require a non-standard approach to the imagination of creativity.
An effective means of enriching the independent activity of children is music, especially a children's song, which should firmly enter the everyday life of a kindergarten; it can be heard on walks during morning exercises, on holidays. Music is becoming one of the most effective means of providing a positive
the emotional state of the child in preschool. Thanks to this, the preschooler successfully manifests in all types of activities.
The musical subject environment in the groups of preschool educational institutions should be focused on the material covered in the classes and the individual abilities of children. No type of musical activity can fully develop on a purely verbal level outside the object-spatial environment. A.N. Leontiev 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 developmental environment is focused on the leading type of activity of preschoolers, systematically complicated by age, and has a problematic character. All this allows children, acting with familiar and unfamiliar objects, to reflect, think, compare, model and solve problem situations, create.
The musical subject-developing environment in the groups of preschool educational institutions is organized in three main blocks:
1. Perception of music;
2. Music playback;
3. Musical and creative activity.
The correct selection of toys and aids for each group, taking into account the age characteristics of children, their appropriate placement, the frequency of introduction is the main condition for independent musical activity.
What toys and supplies will you need:
Children's musical instruments: with a sound of indeterminate pitch (rattles, tambourines, drums, maracas, triangles, rattles, castanets), diatonic scale (metallophones, xylophones), percussion
Silent musical toys: piano, balalaika, harmonica, ladders
Board musical and didactic games: "Musical Lotto", "Who lives in the house", "Fun and sad", "How many of us sing", etc.
Attributes, hats and masks, children's costumes and their deodemka elements
Various types of theater: screen, puppets, toys
The main principle of placement is expediency. Each musical toy, manual should be used for its intended purpose: musical didactic games are placed in the same place as board-printed games, toys, instruments (voiced, unvoiced) - in the play corner, it is also advisable to place game material there, like a CD player (fake) with discs, TV, etc. attributes, caps, masks for games, deodems - in the sports corner, costume details - in the corner of disguise or in the speech zone, where materials for theatrical games are concentrated. A place for children's musical instruments should be determined. To do this, you can take a separate table, a place in the closet, a hanging shelf.
The child constantly strives to express his impressions and experiences, while using different types of independent and artistic activities, artistic and speech, visual and musical creativity.
Each type of artistic activity can act both independently and in close relationship 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.

(from work experience)

In our time, the problem of the versatile education of a person at the very beginning of his path, in childhood, the education of a Person in which the emotional and rational principles would harmoniously develop, is very relevant. Losses in aesthetic education impoverish the inner world of a person. Not knowing true values, children easily accept false, imaginary values.

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

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

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

An indicator of the creative development of an individual is creativity. Creativity in psychological research refers to a complex of intellectual and personal characteristics of an individual that contribute to the independent advancement of problems, the generation of a large number of original ideas and their unconventional solution. It is necessary to consider creativity as a process and a complex of intellectual and personal characteristics of an individual, inherent in many personalities.

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

Currently, G.V. Kovaleva, N.F. Vishnyakova, L. Dorfman, N.A. Terentyeva, A. Melik-Pashaev, L. Futlik.

Since ancient times, music has been recognized as an important means of shaping the personal qualities of a person, his spiritual world. Modern scientific research shows that musical development has an irreplaceable impact on the overall development of children: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and in life. The lack of full-fledged musical and aesthetic impressions in childhood can hardly be replenished later.

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

• creative activity , i.e. readiness and high level of motivation to create a new product;
• expression,otherwise - the child's free choice of the type of musical activity, the way of embodying his plan;
• intelligence, "intellectual ability",
• "musical intelligence" - the ability to perform, compose and perceive music;
• knowledge and skills.

Factors contributing to the development of children's creativity include:

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

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

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

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

The most general concept of the environment as a pedagogical tool is given in the works of Yu.S. Manuylov, the developer of the theory of the ordinary approach in education. He defines the environment "as that in which the subject resides, through which the way of life is formed and what mediates its development and averages the personality." From this we can conclude that the environment provides each child with equal opportunities to acquire certain personality traits. The environmental approach ensures the creation of a single musical and aesthetic space in the life of children and involves mutually influencing and interrelated forms of music existence in the preschool educational institution, family and society.

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

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

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

1. Musical educational environment of preschool educational institution

Block of organized (regulated) musical activities: music lessons and entertainment holidays and other activities using music (for all children).

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

Joint with the educator (in role-playing games using the musical repertoire, round dance, musical and didactic, musical and creative, etc.)

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

2. The musical and educational environment of the family, where unregulated musical activity is carried out by children.

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

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

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

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

How does the musical environment affect the development of a child's creativity in our preschool?

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

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

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

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

Music lessons are one of the forms of work with children. I attach great importance to them. It is here that the systematic and systematic development of the musical abilities of children of all age groups is carried out, the musical culture of each child is formed. This happens through the following activities:

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

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

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

Most of the time the child spends in the kindergarten group, so the musical environment of the group is of great importance for musical education and the development of his creativity.

The organization of unregulated activities requires compliance with the following conditions. A musical corner has been created in each group, where musical instruments and didactic games are placed, as well as a tape recorder and cassettes, on which a new musical repertoire is recorded especially for educators; cassettes with recordings of instrumental music, children's songs and musical fairy tales.

Unregulated musical activity of children is carried out together with the teacher in the group and in circles of musical creativity organized by me. In joint activities, friendly relations are formed between children, their creative ideas are realized. Here we do not teach children, but try to interest them in listening to familiar music, express our attitude towards it, involve children in musical games and exercises familiar to them, conduct musical warm-ups and traditions etc.).

We select the musical repertoire for listening with children in our free time together with educators. Musical accompaniment of various events, listening to music, fairy tales, etc. allow children to be introduced to a variety of musical works available to them in style.

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

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

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

In our work we use various forms of organization of independent musical activity. One of the forms is role-playing game, when children choose a topic for various musical tasks (“looking for talents”, “concert”, “musical and literary quizzes”, “musical classes”, “playing in the orchestra”, “playing in the theater”, etc.), assign roles and the plot develops.

Another form is exercise games, in which the child trains by playing an instrument or learning dance moves.

Independent activity is clearly manifested in music-making. Children's music-making includes singing, rhythmic movements, and playing musical instruments. Watching children, you can see how they are looking for melodies for their fun and entertainment: marches, dances, folk and didactic games, puppet shows, often improvise their melodies. The educator carefully directs independent musical activity at the request and according to the interests of the children, helps everyone to express themselves, to interest inactive children.

Independent musical activity brings up artistic taste, enthusiasm, creative imagination, forms the inner spiritual world of the child, encourages creativity.

2. Musical and educational environment of the family

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

The main problem in interaction with the family is the lack of understanding by parents of the importance of musical education of children, therefore, together with the teachers of our kindergarten, I set myself the following tasks:

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

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

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

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

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

To involve parents in joint musical activities, we with educators hold open music classes for parents, holidays and entertainment for parents with children, an exhibition of the work of the child and his parents on the theme “Drawing Music”, the best home-made children's musical instrument.

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

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

The environment of society differs significantly from the environment of the preschool educational institution and the family. Therefore, we strictly observe the principle of integrity when organizing this environment. The musical educational environment of cultural and educational institutions is aimed at the musical education of children attending preschool institutions. In our preschool educational institution, concerts of pupils of the music school and art school, performances of puppet and drama theaters, etc. are often organized.

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

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

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

When organizing the musical environment, I, as a music director, take a leading role, performing various pedagogical functions:

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

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

Bibliography

1. Novosyolova L.V. - "Developing subject environment", M. Education, 1997

2. Kostina E.P. - "The program of musical education for children of early and preschool age", M., Kamerton,

3. Kostina E. "Musical environment as a means of developing a child's creativity" // "Preschool education" No. 11-12, 2006

MBDOU №19

Consultation for educators

"Organization of a musical subject-developing environment in a preschool educational institution for the purpose of effective health-improving work in the educational field "Music"

Musical director Petrova M.V.

Subject-developing environment- this is a system of material objects of the child's activity, the unity of social and objective means of ensuring the diverse activities of children, since the variety of toys is not the main condition for their development.

When organizing a subject-spatial environment in a kindergarten, the activity of all preschool teachers is necessary. Creating a "habitat" for pupils, it is necessary, first of all, to pay attention to its developing character. The object world should ensure the realization of the child's need for active and diverse activities..

Development of musical abilities- one of the main tasks of musical education in kindergarten. The main goal of the musical education of a child is to get an aesthetically educated and developed person who can emotionally perceive the content of a musical work, to teach the baby to feel the mood, thoughts, feelings.

The fundamental question for pedagogy is the question of the nature of musical abilities: whether they are innate properties of a person or develop as a result of the influence of the environment of education and training. Based on the work of outstanding educational psychologists, it can be noted that only anatomical and physiological features, that is, the inclinations that underlie the development of abilities, can be congenital. And the musical abilities necessary for the successful implementation of musical activity are combined into the concept of "musicality".

B.M. Teplov defines musicality as a complex of abilities "creative imagination, attention, inspiration, creative will, a sense of nature, etc." developed on the basis of inclinations in musical activity, necessary for its successful implementation.

The structure of musicality includes three main musical abilities:

modal feeling , which manifests itself in the perception of music, as an emotional experience, felt perception;

musical auditory performance(includes memory and imagination). This ability, which manifests itself in the reproduction of a melody by ear;

sense of rhythm - this is the perception and reproduction of temporal relationships in music, the ability to actively experience music, feel the emotional expressiveness of musical rhythm and accurately reproduce it.

It is known that 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, freely engage in creative music making.

Independent creative activity of the child is possible provided that a special subject-developing environment is created, and for the development of the personality of preschoolers, there should be a teacher next to them who is passionate about music, able to realize the creative potential of the musical environment and manage the development of children's creativity in musical activity.

Of great importance for the development of independence in children, initiative in musical activity are equipment, aids, which are successfully used by children in their independent and specially organized musical and creative manifestations.The subject environment should be maximally provided with a variety of musical and didactic materials.

Music environment design requirements:

● It is required to take into account the need to develop leading children's activities. At the same time, it is important to be guided by this provision: at every moment of life, all the leading activities of children of early and preschool age (subject, play, prerequisites for educational activities) are present simultaneously, but each of them goes its own way of development until the moment when it becomes leading.

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

● The musical environment should correspond to the structure of the child's cognitive sphere, ie. contain both conservative (already known to the child) components and problematic ones to be investigated.

● It should be remembered: the unfulfilled desire to immediately apply the acquired knowledge leads to the fact that knowledge is not consolidated, and, conversely, the knowledge constantly used by the child lives and is enriched.

The musical environment reveals its possibilities in the process of communication between children and adults in this environment. It depends on the competence of an adult, his benevolence and interested attitude towards children whether this environment will become developing, whether the child will want and be able to master it in his activities.

Criteria for the quality of the musical environment:

Blocks of environment components correspond to the logic of the development of children's musical activity (perception, reproduction, creativity). Each provides an orientation to the presentation in the environment of all types of children's musical activities:

1. music perception - manuals that help to perceive works for listening, works used in performing singing, dancing and musical-playing activities, as well as works specially created for the development of musical and sensory perception of children;
2. music playback - benefits that encourage singing activity: to the perception of songs, their creative, expressive performance;
3. aids that encourage musical and rhythmic activity: to the perception, performance of music for a game or dance, to the creative expressiveness of a dance, etc .;
4. aids to encourage children to play musical instruments: perception of music performed on them, mastering the game on these instruments, as well as creative improvisation;
5. musical and creative activity – manuals that encourage song, music and games, dance creativity and improvisation on children's musical instruments.

The solution to these problems is provided by a variety of children's musical instruments, educational musical games and toys, visual didactic aids, a variety of audiovisual tools (tape recorder) and a set of cassettes, discs for them and other technical means (TV, VCR, DVD player, multimedia projector).

The dynamism of the content of the environment provides interest in musical activity, motivation, and then the need for it.

Structure quality

The structure of the musical environment is presented in the form of modules, including transforming details, which keeps children interested. It should be organized in such a way that it visually presents all types of children's musical activities and creates conditions for the active interaction of children with any manuals, musical instruments.Mini-centers are convenient for the deployment of musical activities by one child, two children or a subgroup.

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

Functional and emotional comfort of children.

The design of mini-music centers for children of early and younger preschool age should be plot-driven, and for older children it should be didactic.

The subject environment should be scaled to the eye, the actions of the hand, the growth of the child.

Benefits must be of good quality, aesthetically attractive, easy to use, only then they cause a desire to act with them.

When creating a developing environment for a group, it is very important that the environment surrounding children be comfortable and aesthetic.Beauty shapes the child. Therefore, you should pay great attention to the aesthetics of the corner.

Recommendations on the equipment of a musical subject-developing environment (article by E.Yu. Matvienko "Musical subject-developing environment of a preschool educational institution" - a collection of "Experience of the best for children. About innovations in preschool education"):

Thus, when creating musical zones in a preschool educational institution, it is recommended to consider:

1. The expediency of placing the zone, the availability of equipment for children, storage.

2. Variety of equipment.

3. Accounting for the age characteristics of children.

4. Aesthetic design of the music area and the benefits located there.

5. Possibility of moving the equipment to other places.

Classification of equipment for music areas:

1.Material for creative role-playing games- soft toys, illustrations, sham musical instruments, bingo-type aids, etc. (fake musical toys are intended to create a game situation in which children, fantasizing, imagine themselves as musicians).

2.Children's musical toys and instruments for creative music making:

With a chromatic series, a diatonic pentatonic series (piano, metallophone, accordion, flute, etc.);

With a fixed melody (hurdy-gurdy, organ);

With one fixed sound (pipes):

Noise (tambourines, rattles, drums, maracas, etc.)

3.Musical and didactic games and manuals:

musical lotto, musical staff, ladder, geometric figures for the symbolic designation of parts of the work, etc. These manuals are used to develop sensory musical abilities, to get acquainted with the elements of musical notation (most often according to N. A. Vetlugina's "Musical Primer").

4. Audiovisual aids: transparencies, compact discs, 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):

Tumbler dolls;

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

Toys-instruments with a fixed sound - organs, hurdy-gurdies;

Toy-instruments with sound of indefinite height: rattles, bells, tambourine, drum;

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

Attributes to musical outdoor games;

Flags, sultans, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes, etc. for children's dance creativity (according to seasons);

Desktop screen with glove toys;

Tape recorder and set of program audio recordings;

Singing and moving toys;

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

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

In the musical zone for independent activities of children 4-5 years old, it is advisable to have benefits 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);

flannelgraph or magnetic board;

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

Attributes to mobile musical games: "Cat and Kittens", "Hen and Cockerel". "Hares and the Bear", "Pilots" and others;

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

Ribbons, colored handkerchiefs, bright sultans, etc. (attributes to dance improvisations in season;

Desktop screen and a set of toys;

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

A tape recorder and a set of program audio recordings.

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

In addition to the materials of the middle group, 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 Primer";

Musical and didactic games: "Bee". “Musical Lotto”, “Recognize and Name”, “Steps”, “Repeat Sounds”, “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: desktop and screen for the growth of children;

Musical ladders of three, five and seven steps - 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;

Seasonal attributes for dance improvisations - 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 primer";

Albums: "We draw a song" or "We draw and sing" with children's drawings in which they reflect their emotions and feelings about the music they listened to and favorite songs;

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

Albums for viewing: "Symphonic 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 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 seasonal dance improvisations (leaves, snowflakes, flowers, etc.); multi-colored gloves, sultans, gas handkerchiefs or scarves, multi-colored ribbons, multi-colored feathers for musical and dance improvisations;

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

The development of children's creativity largely depends on the equipment and its attractiveness. Mini-centers are designed in the same style, using materials of the same texture and color scheme. The environment created “according to the laws of beauty” contributes to the understanding of beauty by children, the education of their artistic taste and aesthetic attitude to the environment, and the development of creative abilities. Such an environment evokes a feeling of joy and delight in children, creates an emotionally positive attitude towards children, a children's institution, and a desire to attend it.

Originality, simplicity, attractiveness, accessibility, as well as a sufficient range of instruments, didactic aids are necessary (musical and didactic games should be diverse in content and colorfully designed, then they will attract the attention of children, cause a desire to sing and listen to music), demo material, attributes.

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

For the preparation of benefits, parents of pupils can be involved. Children experience the pleasure of joint creativity with their parents, gain self-confidence. So the kindergarten becomes a kind of "bridge of creativity", a cultural center for both children and their families.

Goal: increasing the level of competence of teachers in creating a musical subject-developing environment in groups, mini-centers, contributing to the harmonious musical development and self-development of children, with its subsequent formation and bringing compliance with the requirements of the Federal State Educational Standard.
Tasks :
1. To put into practice new approaches to the organization of the musical subject-developing environment of the preschool educational institution, which ensure the full musical development of preschoolers within the framework of the educational program of the preschool educational institution, taking into account the requirements of the Federal State Educational Standard;
2. Organize a developing musical environment that promotes the emotional well-being of children, taking into account their needs and interests;
3. To create conditions for ensuring different types of musical activities of preschoolers (playing, 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 developing musical object-spatial environment.
The musical subject environment in groups should be focused on the material covered in the classes and the individual abilities of children. No type of musical activity can fully develop on a pure verbal level, outside the subject-spatial environment.
The content of the musical developmental environment should focus on the leading activity of preschoolers, systematically become more complex by age, and be of a problematic nature. All this allows children, acting with familiar and little-known objects, to reflect, think, compare, model and solve problem situations, and create.
The musical subject-developing environment in the groups of preschool educational institutions is organized in three main blocks:
music perception
music playback
musical and creative activity.
Each block, in turn, provides for an orientation towards the integrity of a certain type of children's musical activity.
The design of mini-music centers in groups of younger preschool age has a plot basis, in the older one it is didactic.
The structure of musical mini-centers is designed in the form of modules that have integrity and at the same time - transforming details that arouse keen interest in children. The musical object environment is commensurate with the eye, the actions of the hand, the growth of the child. The benefits of the developing environment are good, aesthetic, attractive, easy to use, and cause a desire to act with them.

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

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

When creating music zones in a preschool educational institution, it is recommended to consider:
1. The expediency of placing the zone, the availability of equipment for children, storage.
2. Variety of equipment.
3. Taking into account the age characteristics of children.
4. Aesthetic design of the music area and benefits located there.
5. Ability to transfer equipment to other locations.
Classification of equipment for music areas:
1. Material for creative role-playing games - soft toys, illustrations, fake musical instruments, bingo-type manuals, etc. (fake musical toys are intended to create a game situation in which children, fantasizing, imagine themselves as musicians.
2. Children's musical toys and tools for creative music making:
· with chromatic series, diatonic pentatonic series (piano, metallophone, accordion, flute, etc.);
· with a fixed melody (hurdy-gurdy, organs);
with one fixed sound (pipes):
noise (tambourines, rattles, drums, maracas, etc.)
3. Musical and didactic games and manuals:
musical lotto, stave, ladder, geometric figures for conditional
designations of parts of a work, etc. These manuals are used for the development of sensory musical abilities, acquaintance with the elements of a note of a letter (most often according to the manual of N. A. Vetlugina "Musical Primer").
4. Audiovisual aids: transparencies, compact discs, phonograms, audio and video cassettes, video discs).
Junior group
- Albums with pictures for songs learned in music classes (or wonderful cubes)
- Flannelgraph, figurines for flannelgraph (large and small animals, birds, musical instruments, vehicles)
- Music library with a recording of children's songs (tape recordings of songs learned and taught with children performed by a music director, children, educator, sounds of nature)
- CD player
- Attributes for musical and didactic exercises for the development of pitch, dynamic and rhythmic hearing in children. For example, on the development of sound-altitude hearing - "Bird and chicks"; timbre hearing - “Guests have come to us”, rhythmic hearing - “Who is walking”, dynamic hearing “Bells”.
- Non-sounding instruments: balalaika, silent keyboard with stand, harmonica.
-Sounding: accordion, drum, tambourine, spoons, rattles, rhythm cubes, bells, singing tops.
- Ladder of 3 steps, hand signs.
- Any toys (2 ducks, 2 nesting dolls - large and small), scarves, masks, ribbons, sultans, dressing elements.
- Noise instruments - jars, mittens with buttons, bottles with various fillings: peas, acorns, pebbles.
- Tree and 2 birds (top and bottom)
middle group
-An album with pictures for songs learned in music lessons in previous groups (several albums are possible: according to the seasons, about animals)
- Children's drawings made at home for their favorite songs;
-Flannelgraph with figurines of animals, birds, images of musical instruments, transport;
- Figures for singing, jokes, to lay out rhythmic drawings with their help on the flannelograph. For example: large and small cockerels for the song "Cockerel", suns for r.n.p. "Sun", balls, flags, Christmas trees, planes, etc. (6 small and 4 large)
-A record library of songs learned by children in this age group, in previous groups currently being learned (in a recording 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 how” (complication due to the introduction of different types of games); on the development of dynamic hearing - "Bells"; on the development of musical memory - "Sing a song from the picture."
- Silent turntable with records, balalaikas, violins, pipes, harmonicas, silent keyboard with stand.
-Toy-instruments: rattles, spoons, drum, tambourine, metallophone, rhythm cubes, bells, maracas, whistles.
- Cards with tools, handkerchiefs, masks, dressing elements.
- Ladder of 4 steps (2 toys large and small)
-Five removable rubber bands, musical staff.
-Hand signs (4 st.)
Senior group.
-Flannelgraph, chips (long and short stripes, large and small circles, flowers, Christmas trees -6 small and 4 large), pictures for flannelgraph to create the plot of a song, dance (modeling)
- Albums with drawings for songs ("Musical primer")
-Albums with drawings for songs that children loved (possibly copyrighted, with drawings by one child)
- Attributes to music. fairy tales (pictures for flannelgraph), for staging (“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 buzzing”, “The doll is dancing”, “The doll is sleeping”, “The horse is jumping”, “Bear”, “Airplane » «Magic pictures».
- Toy microphone.
- Music library with recording songs: sounds of nature, music. fairy tales.
- CD player
-Musical and didactic games: for the development of pitch hearing "Three Bears" or "Merry Matryoshkas", for the development of dynamic hearing "Bells", for the development of the ability to distinguish the duration of sounds (long, short sounds, dotted rhythm) "Rooster, chicken, chicken" ; to distinguish the genres of musical works: song, dance, march "Three Whales"
- Non-voiced instruments: balalaika, silent keyboard with stand, harmonica -3 pcs. different sizes).
On the picture: pipe, violin, saxophone, button accordion, accordion, accordion, flute, whistles, triol.
-Instruments: rattles, spoons, drum, tambourine, metallophone, bells, maracas, rumba, triangle, rattles, xylophone, music. hammers, various home-made noise instruments: keys, bottles, felt-tip pens, mittens with buttons on a hanger. Kinder jars with different fillings, somewhat identical (Hoop No. 3 2006, Musical Handbook No. 3 2007)
- Plastic cubes (on the verge of sticking pictures on the songs)
-Ladder -5 steps (toy B. and M.)
- Scarves, masks, ribbons, dressing elements.
- Musical staff, notes
-Hand signs (5 st.)
-Portraits of composers
preparatory group
- Flanelegschraf, sheet music.
- A manual for teaching children the ability to determine the form of the work.
- Pictures to create plots for familiar songs: to encourage poetic and song creativity.
- Puzzles with the names of notes in words
- Drawings with texts of nursery rhymes, on which you can come up with a song.
-Pictures with musical genres (song, dance, march) to encourage songwriting.
-Illustrations for musical fairy tales
-Attributes to fairy tales and songs for their staging.
- Music library (cassettes with recordings of songs performed by adults, children, individual cassettes for self-recording of their own musical poetic creativity)
- CD player
-Albums with drawings for songs learned with children this year, as well as in groups of previous ages.
-Albums with children's drawings for favorite songs.
-Subject pictures that encourage songwriting.
- Musical and didactic games (the same as in the older group, but with more complicated tasks)
- Unsound player with records, balalaikas, violins, pipes, saxophones, harmonicas.
-Instruments: rattles, spoons, drum, tambourine, glockenspiel, rhythm. cubes, bells, maracas, castanets, rattles, xylophone, button accordion, accordion, noise on a hanger (see in the senior group)
- Ladder 7 steps, hand signs
-Notes of songs (large), stave, stripes (6 small and 4 large)
- Scarves, masks, ribbons, kokoshniks.
-Portraits of composers.

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

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

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

Musical subject-developing environment MBDOU

Musical subject-developing environment of the preschool educational institution

4. Audiovisual aids: transparencies, compact discs, 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):

left-handed dolls;

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

Toys-instruments with a fixed sound - organs, hurdy-gurdies;

Toy-instruments with sound of indefinite height: rattles, bells, tambourine, drum;

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

Attributes to musical outdoor games;

Flags, sultans, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes, etc. for children's dance creativity (according to the seasons);

Desktop screen with glove toys;

Tape recorder and set of program audio recordings;

Singing and moving toys;

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

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

In the musical zone for independent activities of children 4-5 years old, it is advisable to have benefits 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);

flannelgraph or magnetic board;

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

Attributes to mobile musical games: "Cat and Kittens", "Hen and Cockerel". "Hares and the Bear", "Pilots" and others;

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

Ribbons, colored handkerchiefs, bright sultans, etc. (attributes for dance improvisations in the season;

Desktop screen and a set of toys;

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

A tape recorder and a set of program audio recordings.

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

In addition to the materials of the middle group, 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 Primer";

Musical and didactic games: "Bee". "Musical Lotto", "Recognized and Name", "Steps", "Repeat Sounds", "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: desktop and screen for the growth of children;

Musical ladders of three, five and seven steps - 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;

Seasonal attributes for dance improvisations - leaves, snowflakes, flowers, etc.):

A tape recorder and a set of program 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 primer";

Albums: "We draw a song" or "We draw and sing" with children's drawings in which they reflect their emotions and feelings about the music they listened to and favorite songs;

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

Albums for viewing: "Symphonic 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 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 seasonal dance improvisations (leaves, snowflakes, flowers, etc.); multi-colored gloves, sultans, gas handkerchiefs or scarves, multi-colored ribbons, multi-colored feathers for musical and dance improvisations;

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