Moral and aesthetic education of preschool children by means of musical art. The influence of music on the musical and aesthetic education of children of senior preschool age Musical and aesthetic education of children of senior preschool age

Music is the strongest means of shaping intelligence, emotional culture, feelings, morality, which is why its influence on the aesthetic education of older children is so great. preschool age. She penetrates the deepest recesses human spirit, awakens pure noble feelings. Aesthetic education includes the formation of aesthetic tastes and aesthetic feelings. The role of music in aesthetic education is to develop in children the ability to perceive the beautiful in the surrounding reality, in works of art, in nature, in relations with people, to distinguish really beautiful from the ugly. It is also the development of a taste for beauty and the ability to create this beauty yourself.

In our country, many organizations are engaged in the musical and aesthetic education of children, and all of them are united by one goal - the education of a harmoniously developed, spiritually rich person.

The tasks and content of the musical education of children of senior preschool age are determined by the general goals of the comprehensive development of the personality and, in particular, aesthetic education. It is well known that such goals are: introducing children to activities in the field of art, developing aesthetic perception and emotional responsiveness to musical works, cultivating a love for music, developing musical abilities, shaping musical taste and cultivating the desire to express oneself in musical activity, i.e. . development of artistic and creative abilities of children.

Musical education, musical activity - one of the central components of aesthetic education - plays a special role in the comprehensive development of a preschooler, which is determined by the specifics of music as an art form, on the one hand, and the specifics childhood- with another.

Music has an amazing power of influencing a person, and therefore it is one of the most beautiful and very powerful means for the aesthetic education of a child. The child experiences music as he might experience real events in his life, and getting to know music is an opportunity for a positive life experience. It is through music that a child learns to express his feelings. Vivid works of art, expressing the world of great thoughts and deep feelings of a person, capable of evoking an emotional response, influencing the aesthetic side of the soul, become a source and means of education. This is very important when working with older preschool children.

Each person in his own way shows interest and passion for music, prefers any musical genre; favorite composer, individual work, having a certain listening experience. Just as one learns to read, write, count, draw, one must learn to recognize and appreciate music, to listen attentively, noting the dynamic development of images, the clash and struggle of contrasting themes, and their completion. “Music is the most miraculous, the most subtle means of attracting to goodness, beauty, humanity ... Thanks to music, a person awakens the idea of the sublime, majestic, beautiful not only in the world around him, but also in himself. Music is a powerful means of self-education... In aesthetic education in general, and in music in particular, psychological attitudes are important, which the educator is guided by, introducing children to the world of beauty... As gymnastics straightens the body, so music straightens the soul of a person, ”wrote about music V.A. Sukhomlinsky.

Music develops the sphere of feelings, promotes self-knowledge. It has one of the strongest emotional impacts on a person: it makes you rejoice and suffer, dream and be sad, think, teaches you to understand the world around you, people, their relationships. It can lead to a world of dreams, turn out to be hostile, but it can also have a positive educational effect even in cases where all other means are ineffective.

Musical art has a strong influence on a person from the moment of his birth and occupies a large place in his general cultural development. Music is close to the emotional nature of the child. Under the influence of music, his artistic perception develops, his experience becomes richer. Therefore, raising comprehensively developed people - physically perfect, spiritually rich and morally impeccable, one cannot but pay due attention to the musical and aesthetic education of children of senior preschool age.

Friendship with music should be started as early as possible, when children are still open to any knowledge. And the adult who is nearby should do everything possible so that the child loves what he does, so that he admires, enjoys. An early emotional reaction makes it possible to introduce children to music from the first months of life, to make it an active assistant in aesthetic education. The period from birth to entering school, according to experts all over the world, is the age of the most rapid physical and mental development of the child, the initial formation of physical and mental qualities necessary for a person throughout his subsequent life. Children should learn to hear music in any kind of musical activity: both while singing and while playing on children's musical instruments, and listening to the nature of its sound during movement. “Any form of communication with music, any musical activity teaches you to hear music, constantly improving the ability to listen and think about it,” says the famous teacher D.B. Kabalevsky.

In work with children of senior preschool age on listening to music, which are built on the basis of familiarizing children with various works, interest is strengthened, an aesthetic attitude to the world around is brought up. Cognitive tasks are solved in close connection with the development of musical abilities, music enriches children with experiences. The varied content of the works encourages the child to empathize, activates his feelings. The increased abilities of children, the experience they have accumulated in perceiving music makes it possible to more actively cultivate an aesthetic attitude towards it.

Singing is also the most important means of musical and aesthetic education, which plays a significant role in solving the problems of the comprehensive and harmonious development of children of older preschool age. The content of the program is determined by the tasks of musical and aesthetic education, which are realized when getting acquainted with a variety of songs that enrich the spiritual world of the child, encourage good feelings, aesthetic experiences, the formation of interests and the first manifestations of musical taste.

Rhythm classes are also an educational process and help the development of many aspects of the personality of older preschool children: musical and aesthetic, emotional, volitional and cognitive. Playing children's musical instruments is also an interesting and useful activity, because in the process of learning to play instruments, auditory representations, a sense of rhythm, timbre, and dynamics are well formed. In the actions of the child develops independence, attention and organization.

The tasks of aesthetic education of children of senior preschool age are realized mainly in the classes of the cognitive-aesthetic cycle and in the process of theatrical and gaming activities. Here the issues of enriching their spiritual world by various means (music, choreography, art, theater) are solved; formation of an aesthetic attitude to nature, people, the history of their people, cultural values; development of sensory perception of the surrounding world, imagination; formation of an emotionally positive attitude towards objects of aesthetic perception: paintings, dances, songs, performances, etc.; development of plastic and mimic expressiveness.

Summarizing the above, we can say that the role of music in the aesthetic education of older preschoolers is enormous. It is one of the most basic, significant means in shaping the artistic and aesthetic education of a preschool child.

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Introduction

Society developed, one social system was replaced by another, the views and ideas of people changed, including views on beauty, on its role in educating a person. But the debate about moral and aesthetic education did not subside.

IN last years increased interest in the theory and practice of moral and aesthetic education as an important means of shaping the attitude of the individual to reality, a means of highly moral and mental education, as a means of forming a multilaterally developed, spiritually rich personality with its own worldview. The creation of a person's worldview cannot be considered complete if moral and aesthetic views are not formed.

To form a personality and its moral and aesthetic culture is especially important at a more suitable preschool age for this. The emotion of the beauty of nature, people around, things forms a special emotional mental state in the child, excites a specific interest in life, sharpens curiosity, develops thinking, memory, will and other mental processes.

In culture, as in a cumulative historically developing social experiment that regulates the activity, behavior and communication of people, a fundamental space is given to artistic creativity.

Art as the basis of synthetic spiritual and value development of reality, concentrating its aesthetic manifestations, includes the ability of a multilateral value orientation of a child's personality. Dialogue interaction with the values of works of art contributes to the individual, freely and without the help of others, to produce personal meaningful life guidelines, improve empathy, reason and imaginative thinking in the process of perception, interpretation of works of art and his artistic and creative efficiency.

Music, being a form of spiritual assimilation of reality, through the display of the abundance of everyday phenomena in sound forms, performs an unusual task of artistic knowledge lattice, therefore it occupies a significant space in the systems of general and musical-professional education, the only purpose of which is to educate a versatile person who owns not only different knowledge , skills and abilities, but also a wealthy inner world.

Music is one of the richest and most effective means of education, has tremendous power of emotional action, develops human sensations, shapes tastes. The harmony of musical and aesthetic education is fundamental for children of all ages. However, no one needs it as much as preschool children. The musical memories acquired by them remain in the memory forever, from time to time for a lifetime. The most-most excitable category of art is music. Specifically, it enriches the perception of works of art, literature, contributes to the comprehension of their content, develops aesthetic emotions. The images of art, causing a resonance in the soul of the baby, form the concept of a good deed, beauty, spiritual and moral values.

In our century, musical art has come to be regarded as a way of forming the moral and aesthetic culture of preschool children, which is an urgent issue of preschool education. In the implementation of the tasks of forming the aesthetic taste of students, the principal space is occupied by performing activity in the criteria of a school music lesson.

Thus, the problem of the formation of the moral and aesthetic taste of children aged 6-7 by means of musical art is relevant and requires careful study.

From the foregoing, it can be assumed that by introducing preschool children to the richest experience of mankind accumulated in the art of music, it is possible to educate a highly moral, educated, diversified modern person.

This assumption determined the topic of our study "The moral and aesthetic education of preschool children by means of musical art."

Purpose of the study: To theoretically substantiate and practically test the ways of moral and aesthetic education of preschool children by means of musical art, in identifying a set of methods that activate moral and aesthetic education by means of musical art.

Object of study: the process of moral and aesthetic education of children of senior preschool age by means of musical art

Subject of research: music as a means of moral and aesthetic education of children of senior preschool age.

The hypothesis of the study is that the effectiveness of the moral and aesthetic education of children of senior preschool age will be higher if the process of education is carried out by means of musical art purposefully, gradually and systematically, using special events, sets of exercises, games, and classes.

The acquisition of the established goal required the solution of the following tasks:

1. Perform an abstract analysis of the literature according to the dilemma;

2. Open the table of contents of the opinion "aesthetics", "aesthetic values", "aesthetic taste", "moral and aesthetic education", "art of music" in common use for the process of moral and aesthetic education of preschool children by means of musical art;

3. Conduct experimental work in accordance with the study of the formation of the aesthetic taste of preschool children by means of musical art;

4. Find the sequence of formation of aesthetic taste in the process of singing musical efficiency;

5. Choose a system of musical and singing material that contributes to the formation of aesthetic taste;

6. Theoretically prove the use of such pedagogical techniques which are suitable for the patterns of formation of initial singing skills.

The theoretical and methodological basis of the diploma research was: the issues of studying and forming the moral and aesthetic qualities of the child's personality are covered in the works of Sultanbeke Kozhakhmetov, M.A. Verba, K.V. Gavrilovets, I.I. Kazimirskaya, B.T. Likhachev, A.Zh. Ovchinnikova, L.I. Ruvinsky, I.F. Svadkovsky, N.E. Shchurkova, Gogoberidze, Derkunskaya and others.

The concept of the miraculous in life and art is created in infancy. It is allowed to study this in the works of Orazalieva M.A., Elamanova S.A., Suleimenova B.R., Mendayakov K.M., Praslov G.A., Gogoberidze A.G., Derkunskaya V.A. They consider especially valuable and justified for this step in a person's life a complete method in the study of the arts, they say that for a harmonious development, it is necessary to add to the three basic forms of art: music, painting, literature.

The theory of personality development (L.S. Vygotsky and others); ideas about the role of the developmental nature of education (P.Ya. Galperin, L.V. Zankov, D.B. Elkonin); provisions of humanistic pedagogy (V.A. Sukhomlinsky, K.D. Ushinsky); ideas of comprehensive harmonious and spiritual and creative development of personality based on the synthesis of art, science, culture, pedagogy (Yu.K. Babansky and others); psychological and pedagogical foundations of music education and the psychology of the personality of a musician and musical activity (E.B. Abdullin, A.L. Gotsdiner, G.M. Tsypin); questions of the methodology of vocal (vocal-choir) training and education (T.L. Berkman, N.A. Vetlugina, V.V. Emelyanov, A.G. Menabeni, etc.). A broad understanding of the essence, role and place of aesthetic education in the comprehensive development of the personality was laid down in the works of A.V. Lunacharsky, S.T. Shatsky.

In the psychological and pedagogical works of G.S. Abramova, A.S. Belkina, N.S. Bogolyubova, L.I. Bozhovich, B.S. Volkova, L.S. Vygotsky, V.V. Davydova, I.Yu. Kulagina, V.S. Kuzina, N.S. Leites, A.N. Leontiev, R.S. Nemova, B.M. Teplova and other authors discuss the features of the course of mental processes, and also give age-related periodization of the psychophysiological development of the child.

The determination of the significance of musical education in the development of children, the formation of their musical culture, aesthetic culture, creative work for life, art was given in their own studies by A. Zhubanov, D.B. Kabalevsky, V.N. Shatskaya, M.G. Rytsareva, T.V. Chelysheva and others. In the pedagogy of music education, problems associated with the initial step in the aesthetic education of children were dealt with by A.F. Lyubova, L.V. Moiseeva, L.G. Dmitrieva, N.M. Chernoivanenko, O. Apraksina. In the field of development of musical culture in terms of professional training of a music teacher T.A. Kolysheva, R.A. Telcharova, N.V. Sokolov.

When solving the tasks of the diploma research, the following methods were used: theoretical - a deep analysis of psychological, pedagogical, methodological literature on the moral and aesthetic education of children of older preschool age, musicological; empirical - experiment, observation, questioning, conversation.

Experimental research base: Nursery-garden "Fairy Tale" of Kostryakovskiy akimat, Fedorovsky district of Kostanay region, one group, 9 people.

The research work was carried out in two stages: forming and ascertaining.

At the first stage, the analysis of psychological, pedagogical, scientific and methodological literature on the research problem was carried out; the state of the problem in the theory and practice of pupils of senior groups of preschool education was studied, empirical material was accumulated, goals, objectives, research methods were determined, and a stating experiment was carried out.

At the second stage, the technology of aesthetic and moral education by means of music was tested, its results were processed and generalized.

The scientific novelty and theoretical significance of the study is as follows:

1. On the basis of analysis, psychological and pedagogical, scientific and pedagogical literature, the problem of moral and aesthetic education of preschool students of senior groups by means of musical art was posed and solved at the scientific and theoretical level.

2. The conceptual and categorical setting was enriched in accordance with the given dilemma by the introduction of the author's definition of the integrative opinion "moral and aesthetic education of children of senior preschool age by means of musical art."

The practical significance of the study lies in the fact that:

Compiled a set of criteria-diagnostic methods in accordance with the definition of the level of moral and aesthetic education, provided advice in accordance with their use;

The results of the proposed study are of practical importance in the preparation of educational programs, plans, teaching aids, advice for music education teachers.

The structure of the work: The thesis consists of an introduction, two chapters, a conclusion, a list of references and an appendix. The work is illustrated with tables and diagrams. The introduction includes the relevance of the topic, hypothesis, goal, object, subject of research, in accordance with the goals and hypothesis, the tasks and methods used in the study are formulated.

The first chapter deals with the theoretical foundations of the problem of moral and aesthetic - education of children of senior preschool age by means of musical art, the second chapter contains a method of moral and aesthetic education of children aged 5-6 years. In conclusion, the main conclusions about the work done are presented.

The list of used literature contains 70 sources.

1. Theoretical foundations of the moral and aesthetic education of preschool children by means of musical art

1.1 Moral and aesthetic education of preschool children. The content, objectives and significance of the moral and aesthetic education of children of senior preschool age

The beautiful awakens the good.

Beauty in life is the result of moral and aesthetic education. It focuses on art fiction, firmly connected with nature, public and working efficiency, the life of people, their relationships. The system of moral and aesthetic education as a whole uses all the emotional phenomena of reality. At the same time, a special meaning is given to the perception and comprehension of beauty in musical efficiency, the development of a person's ability to perceive beauty.

The main function of moral and aesthetic education is to form in the younger generation reason, stable moral behavior and highly moral feelings, appropriate to the modern type of life, to form a functional life position of every person, a habit to be controlled in one's own actions, deeds, relationships by emotions of public length. Pedagogy in the field of moral and aesthetic education highlights such pedagogical opinions as moral reason and moral behavior.

Within the framework of the modern humanistic paradigm, such forms of human behavior that provide him with assistance in the fight against the destructive effects of the environment, provide him with the most effective mechanisms for protection from the harmful influences of the community, allow him to preserve harmony with himself and the world around him, protect their spiritual unity, their highly moral ideals, their rights to their own bliss and well-being, increase the adaptive abilities of the body and psyche as a whole.

In the period of preschool childhood, special attention is paid to the education of moral and aesthetic feelings of children. Based on the emotional responsiveness of children, their impressionability, brightness of imagination, imitativeness, teachers instill in children the first kind, humane feelings: caring, attentiveness, goodwill. On this basis, feelings of friendship, comradeship, collectivism begin to form.

The implementation of these forms of behavior largely depends on the properties of their moral and aesthetic life. It is not in vain that the reflection of almost all conditions of social addiction and maladjustment is now being performed in the definitions of moral and aesthetic states. Oppression and spleen, a sense of the meaninglessness of existence, constant indignation at oneself and others; disposition to anger, stress, dislike, anger, envy; lack of compassion, altruistic impulses, caring for loved ones - these are the results of a person's constant struggle for survival, exorbitant workloads, frequent infringement of his rights and freedoms, conflicts and failures on the routes to achieving his own significance, etc., which have become stable features of modern religious defective personality.

Moral education is an integral part integrated approach to the development of personality. "The formation of morality is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of behavior of the individual and their steady observance," I.A. Kairov believes. .

Aesthetic education is a very broad concept. It includes the education of an aesthetic attitude to nature, social life, and art.

The upbringing of children by means of musical art is an object of artistic education. Knowledge of art is so multifaceted that it stands out from the general system of aesthetic education as its special fraction. Acquaintance with beauty in life and art not only develops the mind and feelings of the baby, but also contributes to the development of imagination and fiction.

In the process of implementing moral and aesthetic education, it is necessary to set the following tasks:

v systematically develop moral behavior;

v aesthetic perception;

v to develop aesthetic feelings and ideas of children;

v artistic and creative abilities;

v to form the basis of aesthetic taste.

With the expansion of moral experience, the development of moral ideas, the moral feelings of children expand and deepen. It is at preschool age that complex social feelings begin to form: a feeling of love for the Motherland, international feelings.

The term "morality" comes from the word "mores". Characters are those patterns and norms that govern people in their own behavior, in their own daily actions. Characters are not endless and permanent categories. They are reproduced by the power of the habits of the masses, supported by the prestige of public performance, and not of legal provisions. At the same time, moral inquiries, norms, rights receive a certain foundation in the form of ideas about how you need to update yourself in the community. In the Explanatory Dictionary of the Russian Language S.I. Ozhegova N.Yu. Swedish morality is interpreted as "internal, spiritual properties that govern a person, ethical norms, behavioral criteria determined by these qualities" .

V. I. Dal interpreted the word morality as "moral doctrine, rules for the will, conscience of man." He believed: "Moral - the opposite of bodily, carnal, spiritual, mental. The moral life of a person is more important than the material life."

Nietzsche believed: "To be moral, moral, ethical means to obey an anciently established law or custom."

Based on the foregoing, that moral norms are an expression of certain relations prescribed by the morality of society to the behavior and activities of the individual in different areas, then moral education- this is a purposeful process of formation in the younger generation of high consciousness, moral feelings and behavior in accordance with the ideals and principles of morality.

The age of children 6-7 years old plays a special role in the mental development of the child: during this period of life, new psychological mechanisms of activity and behavior begin to form.

At this age, the foundations of the future personality are laid:

v moral and aesthetic norms are formed;

v a stable structure of motives is formed;

v new social needs emerge;

v there is a need to act in accordance with established rules and ethical standards, etc.);

A new (mediated) type of motivation for the base of random behavior appears, that is, the baby learns a certain system of social. values; moral norms and rules of behavior in the community, in certain situations he can already hold on to his specific desires and act not like a hunt at this moment, but like a "must".

Moral behavior is characterized by the fact that for everyone it is determined by the conscious choice of certain actions. Behavior is highly moral, if a person thinks over, thinks over his actions, acts with knowledge of the matter, choosing an exceptionally probable, devoted way of solving an important difficulty before him.

"The moral behavior of the individual has the following sequence:

v life situation;

v moral and aesthetic experience generated by the situation;

v moral understanding of the situation and motives of behavior;

v choice and decision making;

v volitional incentive;

v deed.

In life practice, especially in extreme conditions, all these components are always implemented in unity.

In the moral and aesthetic consciousness of children aged 6-7, a public experiment is displayed, which is formed in the process of efficiency and communication. Beliefs are the highest level of formation of highly moral consciousness. They become regulators of actions, actions of a person. The moral vitality of the individual depends on them. Persuasion is characterized by a strong assimilation of a system of highly moral opinions, the development of highly moral emotions, and the generalization of the experiment of behavior and relationships.

The ideas of moral and aesthetic education originated in the deepest antiquity. Ideas about the essence of aesthetic education, its tasks, goals have changed since Plato and Aristotle up to the present day. These changes in the eyes were due to the development of characters, morality, aesthetics as sciences and awareness of the essence of their subject.

From antiquity to the present day, scientists (Plato, Aristotle, I. Kant, F. Schiller, I. Huizinga, T.V. Adorno, B. Croce, J. Mukarzhovsky, L.N. Tolstoy, M.M. Bakhtin , P. A. Florensky, L. S. Vygotsky, A. I. Burov, M. S. Kagan, L. N. Stolovich and others) painfully searched for answers to the questions: "What is art? wonderful world?", "What is the specificity of artistic perception, how does it differ from the aesthetic perception of reality and works of art?", "Under what conditions can art become a factor in the moral and aesthetic development of a person?" .

The study of highly moral ideas and opinions is a long and difficult process. Children go a long way from assimilation of highly moral opinions at first at the level of presentation to the perfect mastery of its entry. In the mind of a child, the image of some phenomenon of a highly moral life may appear not only during the period when this phenomenon occurs. The kid can restore, again "see" this or that act of his own friend, who somehow followed. And most of all, he can deliver his act in certain situations. In this case, representations apply. According to A. G. Spirkin’s concept, in representations “consciousness for the first time breaks away from its own concrete spring and starts to be as a relatively independent subjective phenomenon” . The moral reason and aesthetic behavior of children are created in harmony - this is the main principle of pedagogy.

The unity of teaching highly moral consciousness and behavior of A.S. Makarenko gave great meaning, believing that children should be armed with the theory of morality. At the same time, he argued that cultivating the habit of correct behavior is even more difficult than cultivating consciousness.

The education of highly moral behavior of a preschooler is the creation of highly moral deeds and highly moral habits. Based on the actions performed by a person, the community gives a description of the person's attitude to the reality around. Moral habits, with proper upbringing, must begin with the need to commit highly moral deeds.

Habits can be:

v simple, when they are based on the rules of the hostel, culture of behavior, discipline;

v complex when preschoolers develop the need and readiness to perform activities that have a certain value.

Habits are created on the condition that the motives, with the support of which children are encouraged to act, are weighty in their eyes, then the news of the execution of actions among the children will become emotionally positive.

The formation of the moral and aesthetic properties of preschoolers should be started by means of musical art in plot-role-playing fun, childish songs. What was emphasized by L.S. Vygotsky, R.I. Zhukovskaya, I.G. Yanovskaya in her own research. They noted the positive impact of children's play activity (in particular, role-playing, creative games) on the formation of morality, aesthetics of preschoolers.

At the age of 6 to 7 years of age, the ability of highly moral education expands. This is largely due to both major changes that occur in the mental and emotional-volitional development of preschoolers, in the motivational sphere, in communication with mature and peers, and the level of highly moral education achieved by the age of 6. “The formation and improvement of the personality, especially in infancy, proceeds mainly under the influence of education. Education “practices” the personality, purposefully and systematically raises it to the newest level, moves it in this direction,” wrote L.S. Vygotsky.

Questions about the decisive role of moral and aesthetic education in the development and formation of personality have been recognized and raised in pedagogy since ancient times. We emphasize that they were mainly associated with the fact that only moral and aesthetic education guarantees the creation of a good disposition and beautifully friendly relations with people. Here is what Ya.A. wrote about this. Comenius. In his own treatise "The Teaching of Morals", he cited the aphorism of the ancient Roman philosopher Seneca: "Learn first good characters, and then wisdom, because without the first it is difficult to learn the latter."

The brilliant Swiss democrat teacher Heinrich Pestalozzi assigned the same huge role to highly moral education. He considered moral education to be the key task of a childish educational institution. According to his concept, only it forms a good disposition and sympathetic news to people.

In connection with the new needs of the cultural, scientific and social development of the community, the need for a critical reassessment of the abstract heritage and practical experiment also confronted the education system.

In line with the humanistically directed paradigm, the goals, the table of contents of education, the technologies of teaching and learning are being rethought. At the same time, the main principle is the principle of value orientation, the implementation of which involves drawing children into interaction with the world around them and helping to form a moral and aesthetic attitude towards this world from the standpoint of modern culture.

"The principle of value orientation, - notes N.E. Shchurkova, - as a key principle of education dictates to the teacher a consistent and steady disclosure to the child of the value content of a life worthy of a Human" . The value approach allows us to present the horizon of spirituality, based on two well-known triads: truth - goodness - beauty and faith - hope - love.

Modern culture is characterized by an abundance of standards and values, due to religious, ethical, state features, the uniqueness of the needs and interests of various social groups. At the same time, the values of folk and classical art have an enduring meaning, the standards of which work in the culture of modernity and are an indispensable means of forming in a growing person aspiration for supreme spiritual values - Truth, Good deed, Beauty.

At the same time, it is very important that when a person communicates with art, the whole potential of artistic creations receives a functional realization: the aesthetic, artistic, creative abilities of the baby develop, his life guidelines and artistic and aesthetic preferences are created. The latest approaches aimed at the assimilation of art by schoolchildren in all its types, genres and forms are combined with the promotion of variant and other concepts and programs for art education and teaching children.

Universal human values also include compassion and compassion; reverence for life and the plus of the individual, for the annals and culture of one's own country; honoring parents, caring for children, preserving the family source. In the light of these higher values, they reveal their own humanistic significance and such values as diligence, responsibility, duty, self-realization in prof. efficiency.

Developing issues of pedagogy, moral education put forward the German teacher Johann Herbart to the 1st rank. He wrote: "The only task of learning is allowed to be fully manifested in a single word: morality."

The knowledge to create, feel, perceive and form beautiful in art and life does not come by itself. It needs to be nurtured wholeheartedly. With the development of the mass media: radio, cinema and especially television - the worldview is usually superimposed, that education has dimmed the native meaning in aesthetic education. But studies of recent years have shown that this is not the case.

Children need to be added to the true, highest art without discounts for age, only then will it be allowed to talk about moral and aesthetic education. Preschool education was and is a central link in the moral and aesthetic education of preschool children. Pedagogically correctly organized information, combined with the creative activity of children, describes the creation of artistic taste and students' grades.

The opinion of moral education is comprehensive. That is why the brilliant teacher V.A. Sukhomlinsky, having developed an educational system on the multilateral development of the personality, fully justified believed that its system-forming sign was moral education. "The core of highly moral education is the formation of highly moral emotions of the individual." He stated: if a person is taught good deed- study dexterously, reasonably, stubbornly, exactingly, in the end it will be good. They study evil (extremely occasionally, but it happens that way), in the end it will become evil. They do not study either a good deed or evil - everything will equally become evil, therefore, it needs to be made a man.

An important means of highly moral education is the introduction of highly moral standards made in culture at various stages of historical development, i.e. examples of high moral behavior for which a person craves.

The specific individuality of the process of highly moral education should be assumed to be that it is long and constant, and its results are delayed in time.

A significant sign of the process of highly moral education is its concentric structure: the conclusion of educational tasks begins from a simple level and ends with the highest. To achieve goals, all increasingly complex types of efficiency are used. This principle of succession is implemented taking into account the age peculiarities of students.

L.A. Grigorovich gave the following definition: "Morality is a personality trait that combines such properties and characteristics as kindness, enormity, selection, collectivism" .

On the basis of the foregoing, we have come to the notion that the morality and aesthetic views of preschoolers are created only by purposeful learning. The issue of moral and aesthetic education has been studied quite extensively in psychological, pedagogical, philosophical, cultural and musicological literature.

So, for example, the opinion of moral education Podlasy P.I. opens as a purposeful and constant action on the mind, feelings and behavior of students in order to form their highly moral properties that correspond to the needs of public morality.

The main tasks of moral education:

v Formation of moral consciousness;

v Education and development of moral feelings;

v Development of skills and habits of moral behavior.

"Moral consciousness is an active process of the child's reflection of his moral relations, states. The subjective driving force behind the development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relations, situations, their analysis, evaluation, making moral decisions, making responsible choices.

A person’s morality is traditionally condemned according to his behavior, but behavior is a very broad opinion and covers all aspects of a person’s life. Therefore, in order to reveal its highly moral essence, it is necessary to note some smaller thing that would preserve the characteristics of the whole. Such a lesser piece of behavior can work an act. An act is understood as any action or position of a person, however, each action or position is made an act only if it is considered in conjunction with the goals, motives and intentions of the individual that generate it. Thus, under the behavior is understood as a set of human actions, while highlighting the external acts and the internal predetermination of actions, then there is their motivation, experience.

But moral behavior is characterized not only by an act, but also by a system of highly moral habits. Moral habit is the ability and knowledge to perform an action not only without special control, but also due to the developed need for the provided efficiency.

After analyzing this issue, we came to the conclusion that the main aspects of a person’s morality have every chance to manifest their beliefs, moral views, value orientations, and also actions in accordance with their attitude towards narrow-minded and unknown people. We believe that a highly moral person should be considered such a person for whom the norms, criteria and demands of morality act as his personal views and beliefs, as ordinary forms of behavior.

From the first years of life, a baby blindly reaches for everything that is brightest and prettiest, content with sparkling toys, colorful flowers and objects. All this causes him an emotion of pleasure, interest. The word "beautiful" enters the life of children early. From the main year of life, they hear a song, a fairy tale, look at drawings; immediately with reality, art becomes a spring of their cheerful experiences, in the process of aesthetic perception. Aesthetic perception of reality owns its individuality. The main thing for him is the sensual pattern of things - their paint, pattern, sound. Because its formation requires a huge sensory culture.

Children of 6-7 years old have access to almost all types of artistic activity - collecting stories, fantasizing poems, drawing, painting, modeling. Undoubtedly, they have a great originality, which is expressed in a trusting, concrete reflection of reality, in an unusual sincerity, in faith in the honesty of what is depicted.

Well-known Russian and Kazakh teachers were engaged in research in the field of the given issue.

S.P. Baranov defines aesthetic education as the education of the ability to fully perceive and correctly understand beauty in art and reality. At the same time, aesthetic education forms in preschoolers the desire, readiness and ability to introduce elements of beauty into all aspects of life, as well as to express themselves in art to the best of their ability. Aesthetically educated child, subtly feeling beauty, is deeply moral on the basis of his spirituality.

Beauty is perceived by the child as the integrity of form and content. The pattern is expressed in a set of sounds, colors, rows. But perception becomes aesthetic only when it is emotionally colored, associated with a certain attitude towards it.

When working with children, one should keep in mind that emotions are his attempts to show the world around him in his own internal display, to show his native news to some dilemmas. The formation in children of the ability to accept the beautiful in the reality around them, in works of art, in nature, in relations with people, to distinguish between the really beautiful from the disgusting, to improve the taste for the beautiful and the ability to form this beautiful itself - this is emotional education.

Music is the most emotional of all arts and therefore the closest and dearest to a person. Emotion is the most specific and tangible aspect of musical content. There were even ideas about the essence of music as a "language of feelings".

Aesthetic perception is inextricably linked with feelings, experiences. A feature of aesthetic feelings is disinterested joy, a bright emotional excitement that arises from a meeting with the beautiful.

The educator should lead the child from the perception of beauty, the emotional response to it to understanding, the formation of aesthetic ideas, judgments, assessments. This is painstaking work, requiring the teacher to be able to systematically, unobtrusively permeate the child's life with beauty, to ennoble his environment in every possible way.

Aesthetic values are spiritual values associated with a person's ability to experience the deepest, with the perception of beauty and expressiveness with the support of all organs of emotions; aimed at understanding the forms of objects and phenomena, accompanied by an emotionally positive response to its unity, necessity, orientation, harmony and clarity of meaning.

The assimilation of the valuable property of musical creations is unrealistic without the vigor of the perceiving subject, the development of the possibility of real perception, analysis, interpretation and evaluation of a musical creation. The problem of the artistic perception of musical creation is studied by philosophers, aestheticians, art critics, psychologists, teachers, while their interest is strengthened on such parameters as:

v Emotional responsiveness;

v Integrity and differentiation;

v Understanding the moral and ideological issues of the work;

v Depth of interpretation of the value richness of the work;

v Independence, initiative, creativity in evaluating the perceived work.

The term "aesthetics" comes from the Greek "aisteticos" (perceived by feeling). Philosophers-materialists (D. Diderot and N.G. Chernyshevsky) believed that the object of aesthetics as a science is the beautiful, which formed the basis of the system of aesthetic education.

Aesthetic taste takes place in the fact that a person acquires pleasure, spiritual pleasure from meeting real beauty in art, in life, in everyday life. Aesthetic taste - an extensive opinion; it includes not only consciousness, pleasure in the bottomless, beautiful creations of art, but also consciousness of the beauty of nature, work, life, clothing. Education plays an important role in the formation of aesthetic taste in children. In the exercises, preschoolers are introduced to the classic creations of childish literature, music, and painting. Children learn to recognize, adore real works of art accessible to their age. Getting acquainted with the folk fable, with the creations of S.Ya. Marshak, S.V. Mikhalkov, K.I. Chukovsky, listening to the works of composers, children begin to join the beauty and property of the artistic word, music. All this gives them real pleasure, is remembered and forms the basis of artistic taste.

At preschool age, creative game activity is promoted to the 1st rank. The task of pedagogical interaction is, it began to exist, to consolidate, preserve and nurture the values of preschool age (sensitivity to artistic and creative efficiency, fun, etc.).

As well as in fun, children's creativity has a place to be in other types of their artistic efficiency. In a drawing, modeling, story, song, the baby satisfies his need for an active, figurative expression of his own memories.

Thus, at the age of 6-7, the rudiments of creativity are observed, which appear in the development of the ability to create a plan and its implementation, in the ability to combine one's knowledge, ideas, in a sincere transmission of ideas, emotions, experiences. The decisive role in the purposeful education of the moral and aesthetic culture of the individual is played by artistic activity, which is necessary not only for experts, but for all people without exception, because it helps to form a functional, creative message of a person to work, to life in general. But for the development of artistic and creative abilities in children, they need appropriate training. In the process, they master the methods of figurative expression and depiction of their own plans in the word, trill, drawing, dance, dramatization. Education inspires the child to conscious artistic manifestations, evokes positive emotions, and forms an aesthetic taste.

Raising the basics of aesthetic taste in children, we teach them to see and feel the beauty of the environment, to protect it. So, in the process of education and training, the tasks of aesthetic education in preschool age are carried out. The formed aesthetic culture lays the foundations of morality. Based on this, we believe that morality and aesthetic culture, complementing each other, form a personality.

Developing the artistic abilities of children, their aesthetic feelings and ideas, evaluative attitude to the beautiful, the educator lays the foundations on which the moral, aesthetic, spiritual wealth of a person will be formed in the future.

Thus, moral and aesthetic education is focused on the formation of the ability of preschoolers to accept, feel and perceive the beautiful, notice what is not bad and not good, do it creatively without the help of others, thereby joining different forms of artistic efficiency. The goals of aesthetic education are oppressed by the fulfillment of the main and main public tasks. These include the formation of positive parameters of a person, a pleasant explanation to children, which contains beautiful

Formed aesthetic education is not only a broad outlook, a list of books read, films seen, musical creations heard. This is the organization of human emotions, the spiritual growth of the individual, the stabilizer and corrective behavior. If a child is able to feel the beauty of a positive deed, the poetry of creative work, this speaks of his highest aesthetic education. On the contrary, there are people who read novels and verses, visit exhibitions and concerts, are aware of the events of artistic life, but violate the norms of public morality. Such people are far from a real aesthetic culture.

The word "aesthetics" comes from the Greek verb "feel", "perceive". Aesthetics is closely connected with the aesthetic education of the younger generation. Each type of art has its own uniqueness in specifics.

The specificity of aesthetic education is that it forms in students an understanding of beauty, refinement and aggravation of the worldview, spiritual needs and interests, an emotional and aesthetic attitude to reality and art, develops creative abilities, feelings of songs.

Aesthetic education includes two interrelated aspects:

v external - these are the tasks, content, means and methods of aesthetic education;

v internal - creatively transforming activity of the child, who, under the guidance of a teacher, gradually joins the beautiful, forming the aesthetic culture of the individual.

The Kazakh educator Akhmet Zhubanov wrote in 1958: “The problem of aesthetic education in Kazakhstan has a special meaning and requires the main production. The Ministry of Education must also be involved in this work. Only by embodying the reality of the word "Art belongs to the people", we believe that we have carried out work in accordance with aesthetic education correctly ".

Sultanbeke Kozhakhmetov in the periodical press highlights the role of aesthetic education in the education system: “Aesthetic education becomes its own goal to add children to the beautiful, to discover the secrets of unknown beauty in order to change the “thing in itself” into a “thing for everyone.” Aesthetic education improves human nature, excites the highest sensations, teaches to use the treasuries of art. Consequently, the teacher himself must be polite aesthetically. If the teacher himself is perfectly versed in the beautiful, wonderful, elegant, then he will be able to open the aesthetic characteristics of objects and phenomena to students. In addition, the teacher must know how abstract, as well as the practical laws of creativity, to be able to form beautiful, elegant in practice.Besides this, the teacher should be knowledgeable in childish psychology, and also in the personal way of a number of subjects.

Children need to be added to the true, highest art without discounts for age, only then it will be allowed to form a good aesthetic taste. Pedagogically correctly organized information, combined with the creative activity of children, describes the creation of artistic taste and students' grades. The main and, at the same time, the main condition for the formation of aesthetic taste in children of preschool age is the highest and polyhedral imaginative taste of the educator, musical manager. To develop the aesthetic taste of children in the art of music means to teach them from an aesthetically high position to evaluate the musical and figurative content of a work and the quality of its performance.

From the first years of life, a baby blindly reaches for everything that is brightest and prettiest, content with sparkling toys, colorful flowers and objects. All this causes him an emotion of pleasure, interest. The word "beautiful" enters the life of children early. From the main year of life, they hear a song, a fairy tale, look at drawings; immediately with reality, art becomes a spring of their cheerful experiences. In the process of aesthetic education, they undergo a transition from an unconscious response to everything colorful and beautiful to a conscious perception of the beautiful.

The educator owes the baby's news from the perception of beauty, emotional response to it to comprehension, the formation of aesthetic ideas, judgments, assessments, as the aesthetic perception of reality has its own individuality, the basis of which are:

v sensual form of things;

Therefore, aesthetic education and formation require a tremendous sensory culture. The formation of a sensory culture requires the ability of the educator to regularly, unobtrusively enter the life of the baby with beauty, to ennoble his retinue in all sorts of ways.

Education plays an important role in the formation of aesthetic taste in children. In the exercises, preschoolers are introduced to the classic creations of childish literature, music, and painting. Children learn to recognize, adore real creations of musical art accessible to their age.

1.2 Musical art as a means of moral and aesthetic education of children aged 6-7

Music has a powerful emotional effect, it awakens kind-hearted feelings in a person, makes him bigger, worse, better, as in the pacifying majority it implies a positive hero, elevated emotions. Music yearns to fulfill the ethical and aesthetic ideal, and this is the highlight of its content, and the individuality of its action on a person, as a medicine for the formation of the mind, emotional culture, emotions, morality.

An outstanding municipal businessman A.V. Lunacharsky outlined the main ways of implementing learning:

a) development of the ability to perceive music (listening);

b) development of the abilities and skills necessary for the reproduction of musical works (singing, playing instruments);

c) mastering the necessary knowledge (literacy).

For a teacher-musician who sets himself fundamental goals, such as instilling enthusiasm and love for art, the most important thing is to adore children and music, be able to get to know children and be creative in the process of musical education, while maintaining the main methodological views of the program and regularly updating the way of working and melodic material. Only under these criteria can a baby emotionally respond to music.

In a broad sense, musical education is the creation of a person’s spiritual needs, his highly moral ideas, reason, the development of ideological and emotional perception and aesthetic evaluation of everyday phenomena. In this understanding, this is the upbringing of a person.

In the narrowest sense, musical education is the formation of the ability to perceive music. It is performed in various forms of musical efficiency, which set as their own goal the formation of a person's musical capabilities, the cultivation of emotional sympathy for music, consciousness and the deepest experience of its content. In such a comprehension, musical education is the creation of a person's musical culture.

As already noted, art always operates with artistic images. The specific features of musical art is that it reflects life phenomena in musical images.

"The musical image of a work is a complex of expressive means that affect the listener with their specific sound." For the perception of the image by children of preschool age, important role a melody plays, it most clearly conveys the main idea, feelings.

The image is enriched with other elements of musical speech:

v the harmonic warehouse of the product;

v its tempo and dynamic nuances;

v methods of presentation of musical thought;

v the structure of the work itself.

Music, by combining its own expressive means, forms a figurative image that evokes associations with the phenomena of life, with human experiences. The intricacies of expressive means in music with a poetic one word (for example, in a song, opera), with a plot (in a program play), with action (in performances) makes the melodic image the most concrete, understandable.

Raising a culture of aesthetic perception among preschoolers, one must alternately cope with its fragmentary, news to a holistic comprehension of the meaningful form of art creations. The knowledge by the mentor and musical manager of such an individuality of childish perception as fragmentation (interest in single details) can help him most elastically control the action of perceiving works of art, for example, start a discussion with students of perceived questions such as:

1) What did you especially like about the work?

2) Which episode seemed the most interesting, exciting?

3) What in the work seemed the most striking, significant?

4) What topics did you like especially?

Such an approach, firstly, resonates with the specifics of childish perception, and secondly, since the fragments you like will be different, this can become the basis for a fascinating exchange of impressions, a generalization of what is perceived.

Theoretical foundations: principles in aesthetic education

The organization of aesthetic education in kindergarten is carried out taking into account several principles:

Goals and objectives

The goal is to form an adequate aesthetic attitude to the environment., to teach a little person to see, to understand beauty. Education forms perception, imagination, develops memory, feelings, interests, inclinations, abilities. Helps to form an active positive attitude towards everyday life.

to form an idea of the values of the beautiful, beautiful, elegant, harmonious;
to form the perception of beauty in art, everyday life;
affect emotional responsiveness, empathy skills, a sense of “taste”;
lay the foundations of creativity, artistic education.

The result of education is:

a common understanding of the good, the beautiful, the right;
perception of form, content;
complicity, empathy;
brightness of expression of emotions, impressions, imagination.

Cultivating an attitude towards beauty. When to start?

From an early age, young children are attracted to interesting bright toys and objects. They evoke a feeling of joy, pronounced pleasure. The concept of “beautiful” begins to take shape. Playing, listening to fairy tales, looking at pictures of animals, children get a lot of positive emotions. These emotions are the foundation for the formation of more complex qualities that are responsible for understanding the “beautiful”. The unconscious perception of beauty gradually passes to a conscious harmonious taste, the development of creative abilities. The task of adults at this moment of development is to help the child, to direct him in the right direction.

Any educational process Team work several people (teacher-child), aimed at creating conditions for the development of the necessary personality traits, so the personality of the teacher plays one of the key roles.

Each preschool institution has the potential for the development of all the most important personality traits. A properly constructed upbringing scheme with the assistance of the family guarantees the formation of a child as an aesthetically developed citizen of society.

Educating taste in preschoolers

A sense of taste is a complex quality of a person, manifested in receiving spiritual pleasure from “communication” with the real beauty of art. This is understanding, enjoyment of works of art, understanding of the beauty of nature, features of life, clothing.

In the formation of taste, education and upbringing with the constant support of the family play a decisive role. Acquaintance with the cultural values of literature and music helps to recognize works of art available in childhood, to see or learn to see their beauty. Children begin to recognize works, favorite fairy tales, musical works appear, which for this period become aesthetic ideals for them. With the help of adults, they see the beauty and richness of words and music. This is the basis of artistic taste, which further influences the formation of everyday taste.

The sense of taste determines the ability to feel the beauty of the surrounding world, to protect and preserve it. The child must understand that a flower in a flower bed is more beautiful than in a vase; that cleanliness is a guarantee of comfort and beauty, many other primitive rules.

Means of education

Means - objects specially used by teachers, environmental phenomena that can influence the formation of personality qualities that are significant for society.

The main means to create a sense of "beautiful":

works of art;
cultural events;
various organized activities (artistic, labor), independent activities of preschoolers;
environment, nature;
aesthetics of life.

Aesthetics of life - the first means of education

Cleanliness, order preschool It is not only the maintenance of sanitary and hygienic standards. This is an important part of education, contributing to the fact that the child himself begins to realize the beauty of the world around him from an early age. There is a desire to protect everything beautiful that he sees around him. Therefore, the design of all premises of the institution is best done in a stylistically consistent line. In the groups of any kindergarten and other premises, there must be drawings of other children, crafts, works of folk art.

When designing rooms, it is advisable to remember the following principles:

Practical justification of the situation;
Maintaining cleanliness;
colorfulness;
Contrast in the design, necessary for the child to quickly find the element he likes;
The combination of all elements as a single ensemble.

Works of art are the most important means of education

Art is an inexhaustible tool for the moral and aesthetic education of preschoolers. It teaches to appreciate beauty, to be kind, sympathetic. The result of communication with the masterpieces of world and national art is the spiritual enrichment of the child. Many forms of art are already available to children: literature, painting, architecture, sculpture, cinema and theater. It is imperative to use them in the educational process.

Works of art can be used both in conducting classes, independent activities, and in the design of premises in a preschool institution. For different children, works are selected that correspond to their age. Suitable illustrations from fairy tales, still lifes and landscapes, small sculptures (figurines made of wood, plaster), various forms of decorative art. All events must be accompanied by music.

Nature in aesthetic education

Nature is the most accessible means of forming a culture of understanding beauty in early age. It allows you to teach to see the harmony, the beauty of the world, the richness of its colors. The child through nature learns to reproduce his impressions of what he saw in the form of drawings, oral stories. Excursions, walks can leave an impression for a long time.

Just contemplation of nature, paintings depicting nature is not enough. The use of excursions and observations must be accompanied by a teacher's story. The task of the educator is not just to show beauty in a drop of dew on a leaf, an interlacing of stems. It is important what kind of words are spoken by pedagogical workers during such events. Help will be provided by works of art depicting the beauty of nature, accessible to understanding for preschoolers.

Labor as a means of education

The child periodically encounters difficulties in social life. Labor is one of the The basics of labor are formed in the game. A preschooler tries to create a beautiful building out of cubes, arrange toys. Description of the work of various professions not only introduces their features, but also causes a desire to imitate them. Children try on various roles (doctor, teacher, policeman).

Development of creativity

Artistic activity (drawing, designing, making applications, modeling and other activities) lays the foundation for the formation of the ability to express oneself, to reveal one's creative abilities. Music, songs, dances contribute to the development of a sense of rhythm, visual, auditory perception, encourage to master new actions, movements. They make you fantasize, be attentive and assiduous. Such activity distracts from sad events, helps to relieve nervous tension, cheer up.

The skills of artistic activity help to form an artistic assessment, feelings and tastes, a general idea of beauty.

Independent artistic activity allows preschoolers to realize their ideas, ideas in artistic creativity. It contributes to:

Holidays and cultural events

Holidays and other cultural events in kindergarten contribute to the formation of aesthetic experiences, the desire to test oneself in various genres of art. Expectation of the holiday, preparation and holding it creates a general pre-holiday mood. The participation of parents gives special warmth to such events.

Methods of education in the preschool educational institution

There are a huge number of methods for shaping the right attitude towards beauty in children:

General: persuasion, exercise, problem situations, use of emotional response;
Depending on the direction of education - methods of familiarization with a particular type of art;
Methods for teaching artistic activity: familiarization with techniques, sample, instructions, advice, self-assessment.
Methods for the development of creative abilities - problem-search methods.

Game in aesthetic education

The game is the main form of activity of the child. This is imitation, the use of various roles, children's perception of adult life. The game forms all the basic qualities of the child's personality. It is she who most of all influences the formation of aesthetic culture in the early stages. Games are evolving figurative thinking, memory, imagination, aesthetic and moral qualities.

The use of gaming techniques in the formation of a culture of beauty justifies itself. Game situations develop creative skills and abilities, contribute to the development of interest in creativity.

game situations aimed at the development of creative activity;
songs, fairy tales, musical compositions;
demonstration of episodes of performances, works of art;
the use of stories, drawings, search situations.

Aesthetic education of younger preschoolers

Aesthetic education in the younger group is distinguished by its own characteristics. Junior preschool age favorable period to develop the child's imagination. In this regard, it is important to create an environment that would facilitate the conduct of search activities, help to solve children's problems in their own way. You don't have to give all the answers right away. Special games, tasks, developmental activities help create conditions for the optimal development of creative abilities in the future.

Teacher when working with preschoolers junior group it is necessary to make the process of their stay in the institution as creative as possible. Creativity should imperceptibly, but organically enter the life of a child. It is important to organize an interesting and maximally eventful life of children while in kindergarten: enriching it with vivid impressions, emotional orientation, and various forms of work. This is material for the development of the child's imagination, memory, aesthetic feelings. At this period, communication with art is important.

The child is just beginning to understand beauty, and expressive means of display can play a role in their development.

The unified position of teachers and parents about understanding the development prospects of children of this age becomes important.

Features of aesthetic education of older preschoolers

At an older age, acquaintance with literature and art, including cartoons and films, becomes the main form of aesthetic education. Book heroes, cartoon characters become ideals, carriers of good or evil, beautiful or disgusting.

Aesthetic education in the preparatory group is affected by a change in the motivational sphere. The attitude to art becomes conscious, it is differentiated. Children begin to take art really seriously: they really perceive it aesthetically, they enjoy reading, looking at pictures, drawing, listening to music. Gradually, such a craving for some forms of beauty becomes a need. The main task is to form a creative attitude to reality.

This age is a special period of aesthetic education, in which the educator plays a very important role. Skillful teachers are able not only to strengthen the foundation for the formation of a sense of beauty. They can lay the foundation for a real aesthetic worldview of a small person who is developing an attitude to the world,.

The development of a sense of understanding of beauty is inextricably linked with the formation of all the most important facets of personality. Preschool age gives rise to a love for art, creative abilities and inclinations that every child is endowed with begin to declare themselves. Their implementation requires organized education and training, taking into account age and individual characteristics.

Aesthetic education provides for the introduction of preschoolers into the world of artistic culture: acquaintance with cultural figures and their works, as well as children's understanding of the images of art. One of the most important tasks of aesthetic education is to familiarize children with artistic creativity and the formation of artistic and creative abilities. All types of artistic and creative activities are closely related to the various sections of work included in the pedagogical system of preschool education. In the process of learning about the world around them, including nature, developing speech, reading works, listening to music, children receive a variety of impressions, knowledge, ideas, and experience various feelings. All this is the basis of creativity. In the implementation of the intellectual and moral and aesthetic education of children and in the development of their creativity, we attach great importance to the integration of all types of art and artistic and creative activities.

The relevance of developing the problem of integration in relation to the aesthetic education of preschoolers is determined by the fact that integration allows you to combine the impressions of children, deepen and enrich the figurative content of children's creativity through the relationship of the figurative content of art and children's artistic activity. Integration different types art and a variety of artistic activities allows children to more deeply and comprehensively comprehend the images they create, to better understand art and the phenomenon of life.

There are components specific to each activity. These include methods and means of creating an image. The components are determined by the specifics of a particular type of art underlying artistic activity. Thus, perception (auditory, visual, tactile) in this or that activity acts as a priority, while others can only supplement it: in musical activity, auditory and auditory-motor perception are the leading ones.

Imagination is a complex mental process based on images of perception, without which it is impossible to carry out any artistic and creative activity. Imagination develops in the process of various activities, when children come up with additions to the image created on the instructions of the teacher, a picture, a story, a fairy tale, a riddle, dance movements, etc. For the development of imagination, a variety of games are used: verbal, visual, musical, etc.

Music can be used in the classroom visual activity to create a good mood. To this end, during the lesson, a piece of music can be played quietly, close in theme to what the children portray, or just good calm music. The interrelation of visual activity and music serves to enrich the new content of both one and the other activity, contributes to the formation of deeper and more conscious knowledge and ideas. So, the images of music, theatrical play, nature enrich the visual activity of children: in their drawings, for example, clowns appear if we listen to the work "Clowns" of muses. Kabalevsky, "Waltz of the Flowers" from the ballet "The Nutcracker" by composer P.I. Tchaikovsky, "Autumn Song", listening to the works of P.I. Tchaikovsky "The Seasons". It enriches the emotional experience of children, creates good mood, causes a desire to act independently and actively.

Images of objects and objects of reality, musical and literary works are transmitted in different types of artistic activity in their own way, thanks to the means of expressiveness (in drawing it is a form, line, stroke, color, etc.; in a dramatization game - intonation, facial expressions, gestures , movements; in music - tempo, dynamic shades, rhythmic pattern, etc.)

The effectiveness of the implementation of aesthetic education in general and the development of artistic and creative abilities in particular, from our point of view, is determined by the interconnected use of all means of aesthetic education and various types of artistic and creative activities (game, visual, theatrical, artistic speech, music).

The integration mechanism is an image created by means of different types of art, artistic activity:

- in literature, the means of expressiveness is the word (figurative definitions, epithets, comparisons);

- in theatrical activities, expressive means of dramatization - movements, gestures, facial expressions, voice, intonation;

- in visual activity - drawing (shape, size, color), modeling (shape, volume, proportions), application (shape, color, composition);

- in music - melody, rhythm, harmony, dynamics, intonation, etc.

All artistic and creative activities perform a therapeutic function, distracting children from sad, sad events, relieving nervous tension, fears, cause a joyful high spirits, calm, create an atmosphere of emotional well-being. The formation of a creative personality, the creation of an emotionally favorable environment for each child, providing him spiritual development, suggest increased attention to aesthetic education and the development of the child's creative abilities, the development of his personal qualities.

“Music is the most miraculous, the most subtle means of attracting to goodness, beauty, humanity ... As gymnastics straightens the body, so music straightens the soul of a person,” wrote V.A. Sukhomlinsky. Music develops the sphere of feelings, promotes self-knowledge. It has one of the strongest emotional impacts on a person: it makes you rejoice and suffer, dream and be sad, think, teaches you to understand the world around you, people, their relationships. It can lead to a world of dreams, turn out to be hostile, but it can also have a positive educational effect even in cases where all other means are ineffective.

Music helps and develops the ability to recognize emotions, as can be clearly seen in the following example. Children are given cards in advance with the image various options facial expressions reflecting feelings of joy, anger, sadness, surprise. After listening to a musical fragment, they raise one of the mimic cards, which most closely matches the emotional content of the melody. The coincidence of the image on the card with the nature of the music indicates the adequacy of emotional perception.

Music, having a strong emotional impact on children, also contributes to the intellectual development of the child. Listening to music, the child acquires knowledge and ideas about the world. When listening to music, children begin to highlight its mood, emotional coloring: joy, sadness. They help to understand the emotional direction of music and special games and exercises conducted with children.

Musical education is a unique means of forming this unity, since it has a huge impact not only on the emotional, but also on cognitive development child, because music carries not only emotions, but also a huge world of ideas, thoughts, images.

In the process of musical education, children learn music of a different nature (cheerful, sad, slow, fast, etc.) and not only learn, but perceive and assimilate the specifics of different works: author's or folk song; lullaby, dance, polka, waltz, march, etc. Listening to music, the child analyzes it, refers to a particular genre.

The basis for the formation of the musical culture of children is music itself as an art form. It is important that its content is accessible to children and evokes an emotional response. Music develops the child mentally. It reflects many life processes that enrich children's ideas about society, nature, life and traditions.

L.C. Vygotsky wrote: “... a piece of music evokes in a person who listens to music a whole complex world experiences and feelings. This expansion and deepening of feelings, its creative restructuring constitutes psychological basis music."

The core of the musical culture of a preschooler is his musical and aesthetic consciousness, which is formed in all types of musical activity: perception, performance, creativity, musical and educational activities when mastering certain knowledge, skills and abilities.

Individual manifestations of musical abilities in some children are very pronounced (which, of course, is a sign of the presence of natural inclinations), while others are not. But this should not be taken as proof of the child's lack of musical ability. The fact is that the manifestation of musical abilities depends on both natural inclinations and upbringing.

The upbringing of the musical culture of preschool children is impossible without the development of their musical abilities in the process of musical activity. The more active and diverse it is, the more efficiently the process of musical development proceeds and, consequently, the more successfully the goal of musical education is achieved. Thus, the development of musical abilities is an essential prerequisite for the successful formation of musical culture.

The content of both copyright and folk songs carries a moral charge. Children from songs learn about nature, about friendship, how people live. Through the content of musical works, children get acquainted with relationships, rituals, with the work of adults, etc. The upbringing of love, care, good, kind relationships, common activities unite children, introduce the child to a moral and aesthetic culture. It is through the Russian folk song that a small person receives the first ideas about the culture of the Russian people. Vivid artistic images, clear composition, visual means of the language of folk songs contribute to the deep perception of moral and aesthetic ideas by children, reflecting the people's ideas about spiritual beauty.

The significance of musical activity for moral and aesthetic education lies in the fact that music lessons are held in a team of children, and this corresponds to the characteristics of children's performing activities. K.D. Ushinsky noted that choral singing especially brings all the singers together and unites them with common experiences into "one strongly feeling heart." In conditions of joint singing, movements to music, insecure children also feel good. This creates optimal conditions for the development of everyone.

Thus, musical and aesthetic education is not an end in itself, but a means of versatile, harmonious development personality. Children's interest in musical activity, which is of great importance for the comprehensive development of the child's personality, does not weaken over the years, but increases more and more.

Bibliography:

Eysenck G. Objectivity and validity of aesthetic judgments // Creativity in art - the art of creativity / Edited by L. Dorfman et al. - M., 2000.
Vanechkina I.L., Trofimova I.A. Children draw music. – Kazan, 1999.
Gotsdiner A. L. Genesis and dynamics of the formation of the ability to perceive music: Dis .... Doctor of Psychology. - M., 1989.
Creative child: Diagnostics and development of creative abilities / Series "The world of your child". - Rostov n / a: Phoenix, 2004.
Kurevina O.A. Synthesis of arts in the aesthetic education of children of preschool and school age. - M., 2003.
Torshilova E.M., Morozova T.V. Development of creative abilities of children 3-7 years old (theory and diagnostics). - Yekaterinburg, 2001.
Chumicheva R.M. Child in the world of culture. - M., 1998.

Musical education is not the education of a musician, but, above all, the education of a person.

V.A. Sukhomlinsky.

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Musical Director, Kindergarten No. 39, Biysk, Altai Territory

Musical and aesthetic education of children in a modern preschool educational institution.

Musical education is not the education of a musician,

and above all, education.

V.A. Sukhomlinsky.

Different types of art have specific means of influencing a person. Music, on the other hand, has the ability to influence the child at the earliest stages. It has been proven that even the prenatal period is extremely important for the subsequent development of a person: the music that the expectant mother listens to affects the well-being of the child.

Music is one of the richest and most effective means of aesthetic education, it has great strength emotional impact, educates a person's feelings, forms tastes.

Modern scientific research indicates that the development of musical abilities, the formation of the foundations of musical culture - i.e. musical education should begin at preschool age. The lack of full-fledged musical impressions in childhood can hardly be replenished later. Music has an intonational nature similar to speech. Like the process of mastering speech, which requires a speech environment in order to fall in love with music, a child must have experience in perceiving musical works of different eras and styles, get used to its intonations, empathize with moods.Musical development has an irreplaceable impact on general development: the emotional sphere is formed, thinking is improved, sensitivity to beauty in art and life is brought up. . The well-known folklorist G.M. Naumenko wrote:“Only by developing the emotions, interests, tastes of the child, you can introduce him to the musical culture, lay its foundations. Preschool age is extremely important for further mastery of musical culture. If musical and aesthetic consciousness is formed in the process of musical activity, this will not pass without a trace for the subsequent development of a person, his general spiritual formation.

Being engaged in musical education, it is important to remember the general development of children. Preschoolers have little experience of ideas about human feelings that exist in real life. Music that conveys the whole gamut of feelings and their shades can expand these ideas. In addition to the moral aspect, musical education is of great importance for the formation of aesthetic feelings in children: by joining the cultural musical heritage, the child learns the standards of beauty, learns the valuable cultural experience of generations. Music develops the child mentally as well. In addition to a variety of information about music that has cognitive significance, a conversation about it includes a description of the emotional-figurative content, therefore, the vocabulary of children is enriched with figurative words and expressions that characterize the feelings conveyed in music.

The ability to imagine and reproduce the pitch of sounds in a melody also involves mental operations: comparison, analysis, juxtaposition, memorization, which also affects not only the musical, but also the overall development of the child.

The development of musical abilities is one of the main tasks of the musical education of children. A cardinal 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 environmental influences, upbringing and training. BM Teplov in his works gave a deep comprehensive analysis of the problem of the development of musical abilities. He recognizes certain features, predispositions of a person, inclinations as innate. “Abilities themselves are always the result of development. Ability by its very essence is a dynamic concept. It exists only in motion, only in development. Abilities depend on innate inclinations, but develop in the process of education and training. All musical abilities arise and develop in the musical activity of the child. “The point is not,” the scientist writes, “that abilities are manifested in activity, but that they are created in this activity.” This statement has become generally accepted in pedagogy and psychology.

To develop musical abilities, children need certain knowledge. The development of modal feeling (distinguishing the emotional coloring of music - the nature of the whole work) implies the knowledge that the content of music is feelings, moods, their change, that the image in music of any phenomena of the surrounding world always has a specific emotional coloring, that the means of musical expression (major or minor mode, different timbre, dynamics, etc.) create a certain mood, gentle or formidable, cheerful or solemn, that the musical form (number of parts in a work) is determined by a change in the emotional coloring of music, a change in the nature of intonation in individual parts, etc. .

For the formation of musical and auditory representations, it is important to know that musical sounds have different pitches, that a melody is made up of sounds that move up, down or repeat at the same pitch. The development of a sense of rhythm requires the knowledge that musical sounds have different lengths - they are long and short, that they move, and their alternation can be dimensional or more active, that rhythm affects the nature of music, its emotional coloring, makes various genres more recognizable . The formation of a motivated assessment of musical works, in addition to the accumulation of auditory experience, requires certain knowledge about music, its types, composers, musical instruments, means of musical expression, musical genres, forms, mastery of some musical terms (register, tempo, phrase, part, etc.)

Musically educational activities does not exist in isolation from other species. Knowledge, information about music is given to children not by itself, but in the process of perception of music, performance, creativity, along the way, to the place. Each type of musical activity requires certain knowledge. For the development of performance, creativity, special knowledge is needed about the methods, techniques of performance, means of expression. While learning to sing, children acquire the knowledge necessary to master singing skills (sound formation, breathing, diction, etc.). In musical and rhythmic activity, preschoolers master various movements and methods of their performance, which also requires special knowledge: about the fusion of the nature of music and movements, about the expressiveness of the game image and its dependence on the nature of music, on the means of musical expression (tempo, dynamics, accents, register , pauses). Children learn the names of dance steps, learn the names of dances, round dances. Learning to play musical instruments, children also gain certain knowledge about the timbres, methods, techniques of playing different instruments.

Children tend to certain types musical activity. It is important to notice and develop in each child the desire to communicate with music in the type of musical activity in which he shows the greatest interest, in which his abilities are most fully realized. This does not mean that other types of musical activity should not be mastered by him. However, it is impossible not to take into account the position of psychology on the leading types of activities that influence the development of the individual. If these leading types of activity appeared in preschool childhood, it is necessary to take into account the characteristics of each child and, accordingly, orient the process of musical education towards the development of precisely his abilities, inclinations, and interests. Otherwise, the learning process is reduced to "training". If training is carried out without an individually differentiated approach, it ceases to be developmental.

Childhood is the time of the most optimal introduction of the child to the world of beauty. The goal of musical and moral education is justified by the social requirements of development modern society and is aimed at maximum satisfaction of the musical and moral interests of the child. "The fundamental restructuring of the life of our society on the basis of modern economic, social and political factors, which are undergoing fundamental changes, with all the necessity causes an increase in the role of musical education of children as important element self-development of their personal artistic culture". In kindergarten, the foundation of education is laid, leading to the formation of a worldview, ideals, tastes, needs.

LIST OF USED LITERATURE

1. Barinova M.N. On the development of creative abilities - L: 1961;

2. Aliev Yu B. Methods of musical education of children from kindergarten to elementary school. Moscow: Pedagogy, 1998;

3. Philosophical Dictionary M.: Nauka, 1983;

5. Gogoberidze A.G. Theory and methods of musical education of preschool children / A.G. Gogoberidze, V.A. Derkunskaya. - M.: Publishing Center "Academy", 2005.

6. How to identify and develop a child's abilities? / Comp. V.M. Voskoboynikov. - St. Petersburg: Rispeks, 1996;

7. Radynova O.P. Methods of musical education in kindergarten. -M., 1994;

8. Tarasov G.S. Pedagogy in the system of music education - M., 1986;

9. Teplov B.M. Psychology of musical abilities - M., L., 1977;

10. Methods of musical education in kindergarten / under. Ed. N.A. Vetlugina. - M, 1982.

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Pobezhimova Ludmila Vasilievna,

Musical director, MBDOU "Kindergarten No. 39", Moscow Biysk, Altai Territory

The use of information and communication technologies in the professional activities of a music director in a preschool educational institution.

“Each participant in the educational process

decides to keep pace with the future

or step your heels back"

Anatoly Gin. Head of International

Educational Technology Laboratories

"Education for a New Age"

Modern pedagogical technologies in preschool education are aimed at the implementation of the Federal State Educational Standard for Preschool Education.

A fundamentally important aspect in pedagogical technology is the position of the child in educational - educational process attitude towards the child on the part of adults. An adult, in communicating with children, adheres to the position: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.

Technology - this is a set of techniques used in any business, skill, art (explanatory dictionary).

Pedagogical technology- this is a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B. T. Likhachev).

Modern educational technologies include:

health-saving technologies;

technologies of project activity;

research technology;

information and communication technologies;

personality-oriented technologies;

portfolio technology of a preschooler and educator;

gaming technology;

TRIZ technology, etc.

Kindergarten is a part of society, and like a drop of water, it reflects the same problems as in the whole country. Therefore, it is very important to organize the learning process in such a way that the child is actively involved in the lesson with enthusiasm and interest. To help the teacher in solving this difficult task can be a combination of traditional methods training and modern information technologies, including computer.

Informatization is considered today as one of the main ways to modernize the education system. This is due not only to the development of technology and technology, but, above all, to the changes that are caused by the development information society in which the main value is information and the ability to work with it, the development of projects and programs that contribute to the formation of a person in modern society. The world in which it develops modern child, is fundamentally different from the world in which his parents grew up. This places new demands on preschool education as the first link in continuous education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).

Informatization of society puts before preschool teachers tasks:

to keep up with the times,
become a guide for the child to the world of new technologies,
a mentor in the selection of computer programs,
to form the foundations of the information culture of his personality,
improve the professional level of teachers and the competence of parents.

The solution of these problems is impossible without updating and revising all areas of the kindergarten in the context of informatization.

The main goal of the teaching staff is to create conditions for the identification and development of the abilities of each child, the formation of a personality that has solid basic knowledge and is able to adapt to the conditions of modern life. Informatization of education should be considered as one of the important means of achieving this goal. This refers to the solution of a number of successive tasks: technical equipment, the creation of didactic tools, the development of new teaching technologies, etc., which determine the stages of the process of modernizing the education system.

The informatization of society has significantly changed the practice of everyday life.

Computer (new information) learning technologies is the process of preparing and transmitting information to the student, the means of implementation of which is a computer.

Computer functions in pedagogical activity

musical director.

Source of (educational, musical) information.
Visual material.
Means of preparation of texts, musical material, their storage.
Presentation tool.

Information technologies, for example, in music classes, help to solve a number of problems:

make the material available for perception not only through auditory analyzers, but also through visual ones. As the great teacher K. D. Ushinsky wrote: “If you enter a class from which it is difficult to get a word, start showing pictures, and the class will speak, and most importantly, speak freely ...”. Yes, and you and I can say that a lesson that includes presentation slides, data from an electronic encyclopedia evokes an emotional response in children. The screen attracts attention, arouses great interest of every child. Thus, the music director can put into practice the idea of individualization of children's education;

the use of a computer significantly expands the conceptual range of musical topics, makes the specifics of the sound of musical instruments accessible and understandable to children, etc.;

become the basis for the formation of musical taste, the development of the creative potential of the child and the harmonious development of the personality as a whole.

For the formation and development in children of a sustainable cognitive interest in music lessons, the music director faces the following task: to make the lesson interesting, rich and entertaining. The material should contain elements of the extraordinary, surprising, unexpected, arousing interest among preschoolers in the educational process and contributing to the creation of a positive emotional learning environment, as well as the development of musical and creative abilities. After all, it is the process of surprise that leads to the process of understanding.

Possibilities of using ICT in the musical education of preschoolers.

A music director can use various ICT educational tools both in preparation for a music lesson, in class (when explaining new material, learning songs, dances, repetition, to consolidate acquired knowledge), and at entertainment and holidays. Great help in preparing and conducting music lessons is provided to the teacher by the Microsoft package, which includes, in addition to the well-known Word text editor, also Power Point electronic presentations.

Using the capabilities of the Power Point program, you can create multimedia presentations.

Multimedia presentations - electronic filmstrips, including animation, audio and video fragments, elements of interactivity (reaction to user actions) - the most common type of presentation of demonstration materials. The use of multimedia presentations is advisable both with the help of a computer and with the help of a multimedia projection screen.

The use of presentation tools allows you to bring the effect of visibility into the classroom and helps the child learn the material faster, focus on the significant points of the information presented; create visual spectacular images in the form of diagrams, diagrams, drawings, graphic compositions. In a sense, a presentation is an animated booklet or catalogue. Therefore, multimedia presentations are becoming more and more popular and effective form of conducting classes from year to year. For the teacher, this program opens wide opportunities, as it is easy to use, requires almost no special skills, allows you to create in it not only an illustrative series, but also interactive games, tests and even cartoons. When explaining new material, creating slides makes it possible to use animation, which helps to introduce step by step educational material. Selecting objects, moving them along the slide focuses the attention of children on the main thing in the material being studied. With the help of a computer, children can virtually wander through the halls of museums (for example, the museum of musical instruments), get acquainted with the work of composers and even learn musical notation. Children under the influence of the screen actively develop audiovisual perception. In this case, musical artistic images are perceived deeper, fuller, brighter, because the sound of music is complemented by pictures, movements, development, and the image of pictures and images is supplemented by sounds. The rapid development of multimedia presentations and the scale of their application in the field of education is primarily due to the numerous advantages of using them.

These include:

Information capacity - the main difference between presentations and other ways of presenting information is their special saturation with content, the ability to place a fairly large amount of graphic, textual and sound information in one multimedia presentation;
Compactness - as media for multimedia presentation can be used Various types disks, USB cards, but regardless of shape and capacity, all these types of media are compact and easy to store;
Accessibility - the advantages of a presentation are that it is easy to make;
Visibility and emotional appeal - multimedia presentations make it possible to present information not only in a sequence convenient for perception, but also effectively combine sound and visual images, select dominant colors and color combinations that will create a positive attitude towards the information presented among preschoolers, will contribute to a comprehensive perception and better memorization of the material;
Mobility - all that is needed for the demonstration is a carrier and a computer;
Multifunctionality - the possibility of multiple use of one multimedia presentation, its addition with new text and graphic materials, modifications.

The use of such information technology makes it possible to more effectively develop all types of perception in children: visual, auditory, sensory. Use all types of memory in the lesson: visual, auditory, figurative, associative, etc.

Preparing presentations is a serious creative process, each element of which must be thought out and comprehended from the point of view of children's perception.

Using the capabilities of the Power Point program, you can develop and use presentations on all types of musical activities:

perception of music - while getting acquainted with the work of a particular composer, the use of portraits, a video sequence of illustrations for musical works, acquaintance with genres of music, etc.;
musical and rhythmic movements and dances - the use of mnemonic tables (diagrams that contain certain information), with the help of which children can perform various rearrangements or learn dance elements;
singing - using a graphic image to learn various chants, exercises for the development of the vocal apparatus, to recognize and learn songs from hint pictures;
musically - didactic games developing musical and auditory representations, modal sense and a sense of rhythm (presentations "Fun-sad", "Three genres of music", "Define the rhythm", etc.);
playing children's musical instruments: according to the schemes, learn the parts in the orchestra.

At entertainment and holidays, you can also use slides as an illustrative, animated background for events. With the help of multimedia, such holidays look spectacular and spectacular. When organizing events, the following computer programs can be used:

Vegas Pro 11.0 (a program for creating video, for editing video, adding music, transitions, animation and various effects);
Format Factoru (multifunctional multimedia file converter);
PM Nero 7 (software for writing to electronic media).

Creating multimedia presentations requires the music director to be able to use computer technology and a large number time, which is ultimately justified by the increase in the cognitive interest of children in musical activity.

In everyday work, the teacher uses ICT when preparing documentation in electronic format (plans, monitoring, writing scripts and entertainment, various musical and didactic games, consultations on the musical education of preschoolers, etc.).

So, the use of information technology tools will make the process of learning and development of the child sufficiently effective, will open up new educational opportunities not only for the child himself, but also for the teacher. Compared to traditional forms of learning, multimedia has a number of advantages:

presentation of information on the screen game form arouses great interest in children;
carries a figurative type of information;
movements, sound, animation and illustrations attract the attention of the child for a long time.

Multimedia presentations make it possible to present educational material as a system of bright reference images. When using ICT tools in children, various channels of perception are involved.

Errors when using information and communication technologies:

insufficient methodological preparedness of the teacher;
incorrect definition of the didactic role and place of ICT in the classroom;
lack of planning, random use of ICT;
Demonstration overload.

For a modern teacher, it should be commonplace to search for the necessary information, work with e-mail, using information networks. Information culture becomes part of the general pedagogical culture. The professionalism of a teacher includes various competencies, including computer skills. The teacher should use local and global computer networks in everyday and future professional activities: be able to analyze the information received, independently find new friends and colleagues in different countries world, correspond, even hear and see them.

Literature.

Internet resources:

1. Petelina N.V. “The use of information and communication technologies in music lessons in elementary school.

2. Afanaseva O.V. "The use of ICT in the educational process"

3. Belyakov E.V. "The concept of ICT and their role in the educational process"

4. Kruglova L. "Information technologies as part of the cultural and information environment of preschool children."

5. Knyazeva Yu. N. The use of information and communication technologies in the professional activities of a music director in a preschool educational institution [Text] / Yu. N. Knyazeva, T. V. Gaus // Pedagogy: traditions and innovations: materials of the III International. scientific conf. (Chelyabinsk, April 2013). - Chelyabinsk: Two Komsomol members, 2013. - S. 52-54.

6. Barinova M.N. On the development of creative abilities - L: 1961;

7. Aliev Yu B. Methods of musical education of children from kindergarten to elementary school. Moscow: Pedagogy, 1998;

8. Philosophical Dictionary M.: Nauka, 1983;

10. Gogoberidze A.G. Theory and methods of musical education of preschool children / A.G. Gogoberidze, V.A. Derkunskaya. - M.: Publishing Center "Academy", 2005.

11. How to identify and develop a child's abilities? / Comp. V.M. Voskoboynikov. - St. Petersburg: Rispeks, 1996;

12. Radynova O.P. Methods of musical education in kindergarten. -M., 1994;

13. Tarasov G.S. Pedagogy in the system of music education - M., 1986;

14. Teplov B.M. Psychology of musical abilities - M., L., 1977;

15. Methods of musical education in kindergarten / under. Ed. N.A. Vetlugina. - M, 1982.