Subject-developing environment in musical education. Principles and specifics of the organization of a musical subject-developing environment Musical and didactic games used in independent musical activities develop children's ability to perceive

natalia zhirkina
Subject-developing environment for the musical education of young children

A question of organization subject-developing environment DOW is especially relevant today. This is due to the introduction of a new Federal State Educational Standard (FGOS) to the structure of the main general educational program of preschool education.

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

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

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

Musical art and musical activities in preschool aged - remedy and the path of all-round development of the child. Music is closely connected with other types of art and accompanies the whole life of a child in kindergarten. All children join music, the content of which meets general and special tasks and takes into account age steps and individual differences.

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

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

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

Independent musical activity of children is proactive, creative character and is based on the acquired experience, is distinguished by a variety of forms and is the initial manifestation of self-learning and development.

Music in the daily life of the kindergarten causes its inclusion in different moments of children's activities and helps to diversify life children in a kindergarten setting.

It should be noted that when designing and creating subject zones for the development of creative abilities children, we try to musical environment organically coexisted with the theater and art corner.

These types of children's activities are closely connected, interpenetrating and, as it were, flow from one another. In the corner for theatrical activities different types of theaters. Children are happy to play puppet theater scenes, small fairy tales that "voiced" with help musical instruments, and if desired, they can sketch the plot of their favorite fairy tale.

It is gratifying to see how the doll comes to life in the hands of a child. These dolls are handmade by our educators. Our parents are a big help.

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

The child is introduced to art not only in the classroom, but also in free activities.

By the forces of our educators in each group created subject zones for the development of creative abilities of preschoolers. Here are our pupils have the opportunity in a playful way to consolidate the knowledge gained at classes: perform familiar songs, accompanying yourself on children's musical instruments; sketch the plot of your favorite song or stage it using costume elements.

Music and poems are heard at holidays, entertainment performed by adults and children. Artistic design enhances the emotional experience of the child. Theatrical performances also require pictorial and musical arrangement. Vivid spectacles, holidays, entertainment also cause desire children express your impressions. And the brighter they are, the more interesting children play music.

Saturated subject-developing and educational Wednesday becomes the basis for organizing an exciting, meaningful life and the versatile development of each child. Educational subject environment is the main means formation of the child's personality and is the source of his knowledge and social experience.

Consultation for teachers of the preschool educational institution: "Musical - aesthetic and subject - developing environment within the framework of the preschool educational institution"

Federal state requirements for the conditions for the implementation of the main general educational program of preschool education are a set of requirements that ensure the implementation of the program and aimed at achieving the planned results of preschool education.

The integrative result of the implementation of the conditions is the creation of a developing educational environment that meets a number of requirements. The upbringing of a child of preschool age occurs in the activity of the child, therefore, the creation of a subject-developing environment can be considered the most important condition for ensuring this activity.

The subject-developing environment is a system of material objects of the child's activity, which functionally models the content of the development of his spiritual and moral character. This is such an organization of the surrounding space, which enables the child to realize himself in various activities. The music hall in the kindergarten is, as a rule, the largest, brightest and best equipped room, it is the visiting card of the kindergarten. It hosts not only classes with children, but also all kinds of holidays, entertainment and other events for children, employees and parents.

The subject-developing environment in the music hall has its own characteristics associated with the specific focus of the educational field "Music".

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 something new;

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;

emotional providing psychological comfort and safety.

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

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 classes and entertainment, holidays, theatrical 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. 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, we set ourselves 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.

We have developed various forms of interaction with the family, such as consultations, seminars, parent-teacher meetings, joint celebrations and entertainment, etc. (competition of hats and sweets, Neptune's holiday). All of them give a certain effect.

However, we were 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 holiday.

With the aim ofmusic education for parents we organize parent meetings (round tables), open days, individual consultations, as well as organization of feedback, questionnaires, informing parents through the corner for parents - "Musical Palette" and the stand "Kaleidoscope of our holidays". We hold exhibitions of works by children and their parents on the theme “Drawing Music”.

Experience shows that thanks to the combined efforts of our kindergarten teachers and parents, their personal participation in some aspects of the pedagogical process, work on the musical education of children in general and the development of their creative abilities 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. We cooperate with the Rozhdestvensky theater, with the lyceum and schools of the Western intracity district, with the local history museum named after. Felmtsyn.

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.

The musical activity of preschoolers has always been integrated, even before the publication of new FGT. Such types of classes as complex, thematic and integrated have been in the arsenal of music directors since their appearance in the staffing of the preschool educational institution.

The table below shows the integration of the educational area "Music" with other educational areas in the light of modern requirements

"Physical Culture"

The development of physical qualities in the process of musical-rhythmic activity, the use of musical works as accompaniment in exercises and in physical education classes.

"Health"

Preservation and strengthening of the physical and mental health of children, the formation of ideas about a healthy lifestyle through musical and game images, relaxation.

"Communication"

Development of free communication with adults and children in the field of music; development of all components of oral speech in theatrical activities; practical mastering by pupils of the norms of speech.

"Knowledge"

Expanding the horizons of children in the field of music; sensory development, the formation of a holistic picture of the world in the field of musical art, creativity

"Socialization"

Formation of ideas about musical culture and musical art; development of gaming activities; formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community

"Work"

Formation of labor skills and abilities, education of industriousness, education of a value attitude towards one's own work, the work of other people and its results.

"Artistic Creativity"

The development of children's creativity, familiarization with various types of art, the use of works of art to enrich the content of the "Music" area, to consolidate the results of music perception. Formation of interest in the aesthetic side of the surrounding reality.

"Reading Fiction"

The use of musical works in order to enhance the emotional perception of works of art, the composition of simple operas based on the plots of famous fairy tales.

"Safety"

Formation of the foundations of the safety of one's own life in various types of musical activity.

It is impossible to cover the entire widest range of equipment in the music hall, we will only touch on the equipment with which the integration of educational areas is carried out.

Separately, I would like to say about the importance of such an object of the subject-developing environment as multimedia equipment in the music hall. The presence of such equipment provides almost unlimited possibilities in terms of integrating educational areas. And it significantly enriches the musical activity of the child and facilitates the work of the music director in observing the principle of complex thematic planning. It makes it possible to diversify the musical and didactic material, helps the child to significantly expand the general outlook, to form a complete picture of the world.

We live in the southern region of Russia, so from May to November we spend classes, entertainment and holidays outdoors. Our garden has all the necessary equipment for such events: a synthesizer, radio microphones, a mixing control panel, an amplifier speaker, theater radio microphones.

The listed principles are taken into account when building a developing environment, taking into account the age and individual characteristics of pupils, as well as program tasks, which contributes to an increase in the level of independence in preschool children.

Thus, the subject-developing environment created in the preschool institution complies with federal state requirements.

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

aesthetically-developing object-spatial environment. Researchers have found various definitions of this concept. Both the object-spatial, and socio-cultural, aesthetic-developing, cultural-educational environment, etc. are considered. But with a difference in names, it is always about creating an optimal environment that provides psychological comfort for the child's personality (Scheme 32).

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

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

E.P. Kostina, a specialist in the problems of musical education, considers it as a process of organized introduction of children to musical culture and believes that one can speak of a musical subject-developing 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.

Based on the analysis of this problem, the author argues that for the musical education of children, a rich musical subject-developing environment is needed, including the musical environment of preschool educational institutions, families, cultural and educational institutions.

Musical educational environment of preschool educational institution includes:

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

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

- joint musical activity with the teacher- in games: role-playing with the use of musical repertoire, musical and didactic, musical and creative, etc.; in the process of conditionally figurative and conditionally schematic modeling of the content, nature of music, means of musical expression, etc.;

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

Musical and educational environment of the family, where is unregulated musical activity of children, this is:

■ joint with parents (in content, it is adequate to the similar activities of a teacher with children in a preschool educational institution) organization of family leisure (L. N. Komisarova, G. V. Kuznetsova):

■ holding family holidays;

■ visiting museums, theaters (dramatic, musical (opera, ballet, musical), puppet) with the child;

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

■ collections of children's musical toys and musical instruments, home orchestra, home "theatre" (puppet, drama);

■ organization at home of various musical activities for children, entertainment using music;

■ availability of a music library of artistically valuable works;

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

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

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

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

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

Since the child gradually enters the spaces of the objective (man-made) world and social relations, in addition to the objective and social, they distinguish development environment, in which the child's social interactions take place that affect his

Scheme 32

development. The peers and adults surrounding the child make up his habitat, and adults, in addition, are the organizers of the pedagogical process. In the social component of the environment, such an essential moment as the organization of a motivating factor, emotional background of the environment. Maintaining such a background, creating comfortable conditions for the child and cultivating his musical creativity, is an important task for the teacher.

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

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

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

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

■ unfulfilled desire to immediately apply the acquired knowledge leads to the fact that knowledge is not consolidated; and vice versa - the knowledge constantly used by the child lives and is enriched.

At the same time, it is noted that whether this environment will become developing, whether the child will want and be able to master it in his activity, depends on the competence of the adult, his benevolence and interested attitude towards the musical activity of children, especially independent. The developing impact of the artistic and aesthetic environment can only be realized by a teacher who is passionate about music, showing interest in musical games, demonstrating to children the possibilities of the musical object environment, creating creative situations, awakening interest in musical games and toys. As a result, children often play with them in a creative way.

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

Content quality. The musical environment should reflect the entire spectrum of children's musical activities.

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

■ perception of music - aids that help perceive works;

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

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

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

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

The dynamism of the content of the environment provides interest in musical activity, motivation, and then the need for it. To Structure quality. The musical environment should be presented in the form of modules, including transforming details, which keeps the children's interest alive. 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.

"The subject-developing environment in musical education"

Before proceeding to consider this problem, let's fantasize a little.

Let's try to imagine a child in an empty room. What will happen? He will make every effort to leave her: it is not interesting, there is nothing to do.

Another variant. There are many interesting toys, games, aids in the room, but nothing for musical activities. Will the child take care of it? Of course not. He will do what the objects around him are suitable for. Third option. In the preschool educational institution, two groups of children of the same age are equipped with the same games, toys, aids, including those for musical activities. In one group, the teacher does not pay attention to them, sometimes even expresses a negative attitude towards them. As a result, children's interest gradually fades away, and they cease to engage in musical activities on their own. In another group, the teacher shows interest in musical games, demonstrates to children the possibilities of the musical subject environment, creates creative situations that arouse interest in musical games and toys. As a result, children often play with them, showing a creative approach.

So, we come to an undeniable conclusion: for the musical education of children, a rich musical subject-developing environment (hereinafter referred to as the musical environment) is necessary, and for the development of the personality of preschool children, there must be a teacher next to them who is passionate about music, who knows how to realize the creative potential of the musical environment and manage development. creativity of children in musical activity.

In the concept of "object-spatial musical environment" we include those items and special equipment that accompany the child in the process of his life in kindergarten and at home and contribute to a more successful implementation of his musical development.

The most important indicators of creativity include creative activity, i.e. readiness and high level of motivation to create a new product; self-expression, otherwise - the child's free choice of the type of musical activity, the way of embodying his plan; intelligence, "musical intelligence" - the ability to perform and perceive music; knowledge and skills (L. Ermolaeva - Tomina).

Creativity factors include:

1 Informational, allowing to develop intelligence

2. Social, providing support for children in the process of their creativity, giving the opportunity to communicate and share experiences.

3. Emotional, causing psychological comfort and safety.

For a preschool child, the environment can be represented as a combination of several main functional areas:

1. Family environment.

2. Preschool environment.

3. Environment of society.

Speaking about the musical development of preschoolers, the subject environment is presented as a musical and educational environment, which consists of subject and musical components and social.

The musical component is represented by audio-musical information, i.e. directly by the music.

Everything else, including musical instruments and music extraction tools (tape recorder ...), refers to the subject component.

The social component is represented by peers and adults surrounding the child. And adults are the organizers of the pedagogical process.

The subject-spatial musical environment of the kindergarten should:

1. Provide joint musical activities for children and adults. (It depends on the competence of an adult, his benevolence and interested attitude towards children and music, whether this environment will become developing.)

2. Provide independent individual and joint activities of children that arise at their request and in accordance with their interests.

3. Contribute to the acquisition and consolidation of knowledge about music.

4. Stimulate the development of creative abilities.

5. Develop curiosity, desire for experimentation.

6. Take into account the age and individual characteristics of children.

7. Ensure the availability of materials and equipment necessary for the musical development of the child.

8. Provide for the creation of a special music zone in the group.

Types of equipment for the musical environment of the group:

1. Children's musical instruments (metallophone, drum, triangle, castanets, maracas, wooden spoons, rattles, whistles). Techniques for playing such instruments are not difficult.

2. Musical and didactic aids, games.

3. Methodological aids for the teacher (notebook with lyrics and movements).

4. Technical training aids:

Record player;

Video recorder;

Television;

Slide projector.

5. Various attributes for conducting classes (handkerchiefs, flags, flowers ...).

6. Sets of puppets for the puppet theater.

7. Costumes for theatricalization.

8. Portraits of composers, children's drawings on the theme of musical works.

9. Audio and video libraries on the principle of libraries, which will enable parents to periodically use ready-made recordings for musical education in the family.

All of the above should be stored in a specific place accessible to children. It is necessary to complicate the content of the musical environment by age.

The design of the musical environment for children of early and younger age should be plot-oriented, and for older children it should have a didactic orientation.

Subject musical environment should be created not only in the garden, but also at home, in the family.