Musical development environment in preschool according to the Federal State Standards. Creation of a subject-development environment for musical development in pre-school

Chebotkova Marina Leonidovna,

musical director

MDOBU combined type

“Kindergarten No. 19 “Rodnichok”, Kudymkar

Organization of a developing educational environment for music education with children preschool age

in the context of the implementation of the Federal State Educational Standard

"Music is called a mirror

human soul"

"emotional cognition"

B.M.Teplov

Today, a new system of Russian preschool education is being formed in society, despite the fact that it is undoubtedly one of the best in the world. In connection with the introduction of new Federal State Educational Standards for preschool education It has become urgent for teachers to rethink the content and forms of work with children. A wonderful preschool teacher, T.S. Komarova says: “You need to constantly work with children, promote them, lead them to development, because nothing happens by itself,” since preschool age is characterized by many psychologists as containing great unrealized opportunities in understanding the world around them. The integrated educational activities, proposed by the Federal State Educational Standards. Integration has great importance to improve the effectiveness of the upbringing and education of children at all levels of education from early age, before children leave for school. Consequently, children learn to communicate freely and express their thoughts, which is an integral part of working with preschool children.

I base my work on the basis educational program musical education and teaching preschool children “Ladushki” by I. Kaplunova, I. Novoskoltseva St. Petersburg. The program is built on the principles of attention to the needs of children, creating an atmosphere of trust and partnership, the relationship between aesthetic (musical) and intellectual development child, i.e. interpenetration (integration) of music with other educational areas of study.

Forming in children an aesthetic sensitivity to works of art, cultivating artistic taste, a conscious attitude towards both domestic and world musical heritage, introducing to Russian folklore, in close relationship with teachers, through theme weeks, I rely on the program " Musical masterpieces"O. P. Radynova, to the author's rhythmic program "Rhythmic Mosaic" by A. Burenina, "Dance Rhythm" by Suvorova, using elements of the regional program " Father's house» T.E. Totmyamina, M.E. Galkina. Thus, I constantly replenish the subject-spatial environment.

In accordance with federal state educational standards preschool switched to comprehensive thematic planning, which made it possible to organize work in close cooperation with teachers. The choice of topic also determines the selection of educational areas for it that will comprehensively reveal its content to the child. These are topics such as: “Safety Week”, “Autumn Week”, “Professions Week”, “Animal Week” and others. For example, the children of the older group on the topic “Autumn!” actively shared their vivid impressions about last summer. The emotionality of these impressions had a beneficial effect upon becoming acquainted with classical works music, song and musical-rhythmic material, with masterpieces of artistic and poetic art, the content of which corresponded to the sunny summer mood.

When the summer theme smoothly turned into autumn, the children felt with the strings of their souls the soft changes in colorful shades, both in nature itself and in music, painting, and poetry. The children perceived the transition from lyrical thoughtfulness and light sadness to the melancholy withering of nature as the discovery of fabulous transformations that they noticed with teachers on a walk, in painting, and poetry. And already other colors appeared in the drawings, in singing the voice sounded more melodious and melodic, soft plasticity appeared in movements, special expressiveness appeared in poetry reading.

The result of the final events, an exhibition of drawings and a photo exhibition “How we vacationed in the summer,” “ Autumn colors”, entertainment “Gather the Harvest”, etc.

When staging a play, we develop stage skills, the result of which is the performance of the play.

And educational areas such as music, health and physical education have always been closely related to each other. Morning gymnastics to music, which includes the main types of walking with changes, dance movements (jumping, galloping, stomping with a turn of the body, “squatting”, etc. Carrying out outdoor games to music allows you to solve the same problems that are important both for musical education and for physical education - this is the preservation of health and the development of physical qualities for carrying out musical-rhythmic activities, strengthening the muscles of the body, developing the flexibility of plastic movements, the ability to maintain posture, of course, the formation of a sense of the metric pulsation of music, the ability to hear its end , distinguish musical form of construction, means of representation, character. physical culture brings into the lesson to reinforce this or that dance movement, rebuilding that is necessary to complete musical exercise.

Also physical minutes, finger games, massages, articulatory gymnastics. The considered connections between music and other educational areas make it possible to create integrated cycles - joint creative activities, the constituent elements of which complement and enrich each other, enhancing the cognitive effect.

Creativity is the most essential and necessary characteristic of teaching work. We, teachers working in the context of modernization of the education system, still have to creatively comprehend the new content of the educational process. It depends on us, teachers, what our children will be like, what they will take away from childhood. Let it be the wealth of the soul received from communication with the high muses of art, where music, painting, poetry and dance are intertwined into a single whole.

Literature:

1. Vorobyova D.I. “Harmony of Development: Integrated Program of Intellectual, Artistic and creative development personality of a preschooler" St. Petersburg: "Childhood-Press" 2010

2. Borovik T. “Sounds, rhythms and words” Minsk 2008

3. Burenina A I “ Musical palette» No. 2, No. 4 – 2014

4. Stepanova A V “Innovative pedagogical activity in a modern preschool educational institution" 2014

Natalya Zhirkina
Subject-based developmental environment for musical education of young children

Question of organization subject-development environment Preschool education is especially relevant today. This is due to the introduction of the new Federal State educational standard (FSES) to the main structure general education program preschool education.

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

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

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

Musical art and music activities in preschool age - remedy and the way comprehensive development child. Music It is closely connected with other types of art and accompanies the entire life of a child in kindergarten. All children join music, the content of which meets general and special tasks and takes into account age stages and individual differences.

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

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

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

Independent children's musical activities are proactive, creative nature and is based on acquired experience, is distinguished by a variety of forms and is the initial manifestation of self-learning and development.

Music V Everyday life kindergarten determines its inclusion at different moments of children’s activities and helps to diversify life children in a kindergarten setting.

It should be noted that when designing and creating subject development zones creativity children, we try to musical environment organically adjacent to the theater and art activities corner.

These types of children's activities are closely related, interpenetrating and seem to flow from one another. In the corner for theatrical activities different types of theaters are presented. Children enjoy acting out skits puppet theater, small tales that "voice" with help musical instruments, and if they wish, they can sketch the plot of their favorite fairy tale.

It's gratifying to see how a doll comes to life in the hands of a child. These dolls are made by our hands educators. Our parents provide great help in this.

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

The child is introduced to art not only in classes, but also in free activity.

By our forces educators in each group created subject zones for developing the creative abilities of preschoolers. Here are ours pupils have the opportunity to game form consolidate the knowledge acquired on classes: perform familiar songs, accompanying yourself on children's musical instruments; sketch the plot of your favorite song or dramatize it using costume elements.

Music and poems are heard at holidays, entertainment performed by adults and children. Decoration enhances emotional experience child. Theatrical performances also require visual and musical arrangement . Vivid sights, holidays, entertainment also evoke desire children express your impressions. And the brighter they are, the more interesting the children play music.

Saturated substantively-developmental and educational Wednesday becomes the basis for organizing an exciting, meaningful life and comprehensive development of each child. Developmental the subject environment is the main means formation of the child’s personality and is the source of his knowledge and social experience.

MBDOU No. 19

Consultation for educators

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

Musical director Petrova M.V.

Subject development environment- this is a system material objects activities of the child, the unity of social and subject means to ensure the varied activities of children, since a variety of toys is not the main condition for their development.

When organizing a subject-spatial environment in a kindergarten, the activities of all preschool teachers are necessary. When creating a “habitat” for students, it is necessary, first of all, to pay attention to its developmental nature. The objective world must ensure the fulfillment of the child’s need for active and varied activities..

Development musical abilities - one of the main tasks of music education in kindergarten. The main goal of musical education of a child is to obtain an aesthetically educated and developed personality who can emotionally perceive the content of a musical work, to teach the child to be imbued with moods, thoughts, and feelings.

Fundamental to pedagogy is the question of the nature of musical abilities: are they innate human properties or develop as a result of influence environment education and training. Based on the work of outstanding educational psychologists, it can be noted that only anatomical and physiological characteristics can be innate, that is, the inclinations that underlie the development of abilities. And the musical abilities necessary for the successful implementation of musical activities are combined into the concept of “musicality.”

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

The structure of musicality includes three main musical abilities:

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

musical and auditory performance(includes memory and imagination). This ability manifests itself in reproducing a melody by ear;

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

It is known that The musical development of a child is determined not only by classes with a teacher, but also by the opportunity to play independently, experiment with musical toys, and freely engage in creative music-making.

Independent creative activity child is possible subject to the creation of a special subject-development environment, and for the development of the personality of preschoolers, next to them there must be a teacher who is passionate about music and who knows how to implement creative potential musical environment and manage the development of children's creativity in musical activities.

Equipment and aids that are successfully used by children in their independent and specially organized musical and creative manifestations are of great importance for the development of children’s independence and initiative in musical activities.The subject environment should be maximally provided with a variety of musical and didactic materials.

Requirements for designing a musical environment:

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

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

● The musical environment must correspond to the structure of the child’s cognitive sphere, i.e. contain both conservative (already known to the child) components, as well as problematic ones, subject to research.

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

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

Criteria for the quality of the musical environment:

The blocks of environmental components correspond to the logic of the development of children's musical activity (perception, reproduction, creativity). Each provides orientation towards performance in the environment of all types of children's musical activities:

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

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

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

Structure quality

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

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

Functional and emotional comfort of children.

The design of music mini-centers for children of early and junior preschool age should be plot-based, and for older children it should have a didactic orientation.

The object environment must be commensurate with the eye, the actions of the hand, and the child’s growth.

The aids must be of good quality, aesthetically attractive, and easy to use; only then will they evoke a desire to act with them.

When creating a group development environment, it is very important that the environment surrounding the children is comfortable and aesthetically pleasing.Beauty shapes a child. Therefore, great attention should be paid to the aesthetics of the corner.

Recommendations for equipping a musical subject-development environment (article by E.Yu. Matvienko “Musical subject-development environment of a preschool educational institution” - collection “The experience of the best for children. On innovations in preschool education”):

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

1. The feasibility of placing the zone, accessibility of equipment for children, storage.

2.Variety of equipment.

3. Taking into account the age characteristics of children.

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

5. Possibility of moving equipment to other places.

Classification of equipment for music zones:

1. Material for creative role-playing games - Stuffed Toys, illustrations, props musical instruments, benefits such as lotto, etc. (fake musical toys are intended to create a play situation in which children, through their imagination, imagine themselves as musicians).

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

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

With a fixed melody (organs, organs);

With one fixed sound (pipes):

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

3.Musical and didactic games and manuals:

music lotto, stave, ladder, geometric figures For symbol parts of a work, etc. These manuals are used to develop sensory musical abilities, familiarity with the elements musical notation(most often based on the manual by N. A. Vetlugina “Musical Primer”).

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

Approximate content of music zones by age groups:

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

Tumbler dolls;

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

Toy instruments with a fixed sound - organs, organs;

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

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

Attributes for musical outdoor games;

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

Table screen with glove toys;

Tape recorder and set of software audio recordings;

Singing and moving toys;

Musical pictures for songs that can be performed on a cube and in the form big album or individual colorful illustrations.

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

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

Glockenspiel;

Noise instruments for children's orchestra;

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

Flannelograph or magnetic board;

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

Attributes to mobile music games: “Cat and kittens”, “Hen and cockerel”. “Hares and the Bear”, “Pilots”, etc.;

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

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

Table screen and set of toys;

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

A tape recorder and a set of software audio recordings.

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

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

Rattles, tambourines, drums, triangles, etc.;

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

Homemade musical toys (noise orchestra);

Portraits of composers;

Illustrations from the “Musical ABC Book”;

Musical and didactic games: “Bee”. “Musical Lotto”, “Recognize and Name”, “Steps”, “Repeat the Sounds”, “The Three Little Pigs”, “Magic Top”, “ Musical train", "Guess what it sounds like, etc.;

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

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

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

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

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

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

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

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

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

Portraits of composers;

Illustrations on the theme “Seasons”;

Pictures for the manual “Musical ABC Book”;

Albums: “We draw a song” or “We draw and sing” with drawings by children in which they reflect their emotions and feelings about what they heard musical works and favorite songs;

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

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

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

A set of homemade instruments for a noise orchestra;

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

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

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

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

What is needed is originality, simplicity, attractiveness, accessibility, as well as a sufficient number of assortment of instruments, teaching aids (musical-didactic games should be varied in content and colorfully designed, then they will attract the attention of children, evoke a desire to sing and listen to music), demonstration material, attributes.

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

Parents of students can be involved in the production of manuals. Children experience pleasure from joint creativity with their parents and gain self-confidence. Thus, the kindergarten becomes a kind of “bridge of creativity”, cultural center, both for children and their families.

Municipal budget preschool institution

"Kindergarten No. 38"

Creation of musical subject-development environment in kindergarten groups

consultation

For

educators

• The musical development of a child is determined not only by classes with a teacher, but also by the opportunity to play independently, experiment with musical toys, and freely engage in creative music-making.
• Independent creative activity of a child is possible provided that a special subject-development environment is created.
• For the development of children's independent musical activity, the music corner in the group (music zone) is very important.
• The development of children's creativity largely depends on the equipment and its attractiveness.

MUSIC CORNER is a place where children learn about music and its beauty.

TASKS:

A creatively designed music corner will help:

• not only plunge into the world of music and expand your understanding of it,
• but also develops children's imagination,
• activates the emotional sphere, thinking, speech.

REQUIREMENTS FOR THE MUSIC CORNER:

• Compliance with age, requirements of the Program, Federal State Educational Standard.
• Rational location, accessibility, mobility.
• Availability of a music library, audio library with songs, fairy tales, music
• Availability of attributes from waste material, non-traditional equipment.
• Availability of illustrative material to familiarize children with different types of musical instruments
• A variety of children's musical and noise instruments.
• Aesthetics in the design of equipment and the corner itself.
• Creativity (creativity) of teachers in the design of the corner.
• Safety of equipment and materials of the music activity corner;
• Diversity didactic games By different types musical activities and their correspondence age characteristics children;
• Availability and variety of illustrative material on musical works;
• Availability of portraits famous musicians in accordance with the program;

Important, so that the music corner is located:

• in a lighted place that is easily accessible to children;
• in addition, it should be isolated as much as possible, since, on the one hand, musical activities and games of children require concentrated auditory attention, and on the other hand, “sounding” activities should not interfere with other activities of preschoolers.

• When designing a music corner, you need to remember the age and individual capabilities of children.
• So, for children 3-5 years old, it is better to build the design on plot basis ,
• For older children - on didactic .

The musical object environment must correspond to the eye, the actions of the hand, and the growth of the child.

The music corner should have:

• closet,
• shelves for musical aids,
• a couple of tables
• chairs for educational games.

Development environment benefits should be:

• aesthetic,
• attractive,
• easy to use,
• create a desire to act with them.

Better to put it in the corner record player, with the help of which children will listen to music, as well as melodies that promote psychological relaxation and mental relaxation.

There should be toys in the music corner musical instruments:

• drum,
• pipe,
• miniature piano,
• glockenspiel,
• also musical toys.

Usually, stands are hung on the walls of the music corner.

They are attached to:

• photographs of children's performances,
• portraits of composers,
• colorful posters,
• pictures with musical instruments.

The music corner equipment is divided into two levels:

for the teacher and for the children

• On the top shelf place instruments that are used by children in doses (for example, a metallophone), and those with which children can only practice under the supervision of a teacher, in accordance with the sanitary and epidemiological standards of the preschool educational institution
• On the bottom shelf- drums, spoons, triangles, maracas. It is necessary to pay special attention to the sound quality of musical instruments. They should be well tuned and make sounds familiar to children. Don’t forget that poor-quality sound cripples and pollutes a child’s hearing experience!

JUNIOR GROUPS

• Vanka - stand up
• Musical “singing” or “dancing” toys (cockerel, cat, bunny, etc.)
• Musical instruments with a fixed sound - organs, organs
• Noise instruments: rattles, bells, tambourine, drum
• Unvoiced fake musical instruments (accordions, pipes, balalaikas, etc.)
• Attributes for musical outdoor games
• Flags, plumes, scarves, bright ribbons with rings, rattles, autumn leaves, snowflakes for children's dance creativity (replenished as needed)
• Table screen with glove toys
• Musical pictures for songs, which can be made on a cube, in the form of an album, or individual colorful illustrations.

MIDDLE GROUP

• It is advisable to leave aids, attributes and musical instruments

from the younger group and add:

• Glockenspiel
• Noise instruments for children's orchestra
• Books “Our Songs” (each book illustrates a song familiar to children)
• Flannelograph or magnetic board
• Musical and didactic games: "
• Musical instruments”, “Sounding palms”, “Rhythmic sticks”, etc.
• Attributes for outdoor musical games:
• “Cat and Kittens”, “Zainka”, “Hares and Bear”, “Pilots”, etc.
• Musical ladders (three-stage, on which there are small and large birds or a small and large nesting doll
• Ribbons, colored scarves, plumes, etc. (attributes for dance improvisations for the season)
• Table screen and set of toys
• Tape recorder and set of software audio recordings

SENIOR GROUP

• In addition to the equipment of the middle group music corner, the following is used:
• Rattles, tambourines, drums, triangles
• Musical toys-instruments with chromatic and diatonic sound

(metallophone, piano, button accordion, accordion, flute)

• Illustrations on the topic: “Seasons”
• Homemade musical toys (Children will be happy to take part

in the manufacture of instruments for noise orchestra)

• Musical and didactic games: “Learn a song by two sounds”, “Jingle bells”, “Musical ladder”, “Rhythmic lotto”, etc.
• Attributes for outdoor games
• Children's drawings for songs and familiar pieces of music
• Table screen and screen according to children's height
• Musical ladders five-step and seven-step
• Attributes for children's dance creativity: elements of costumes for familiar folk dances

PREPARATORY GROUP

• In addition to the material used in senior group, is added:
• Musical instruments: maracas, tambourines, harp, children's piano,

metallophone, bells, triangles, flutes, drums.

• Portraits of composers
• Folder albums: “We are drawing a song” with children’s drawings in which they

reflect emotions and feelings about the musical works listened to

and favorite songs

• Manual “Emotions” (cards depicting faces with different emotional moods) for determining the nature of the melody when listening to music
• Visual aids: “Symphony orchestra”, “Folk instruments”
• Homemade instruments for a noise orchestra
• Musical and didactic games

MUSICAL CORNERS SHOULD CONTAIN:

• Material for creative role-playing games:

Stuffed Toys

soft musical toys;

tumbler dolls,

figurative musical “singing” or

"dancing" toys

• Musical and didactic games:

• Figurative aids

• Portraits of composers (whose works children sing or listen to)

Tchaikovsky P.I.

Tchaikovsky D.B.

Prokofiev S.S.

Rachmaninov S.V.

2) Illustrations - “Loto” type manuals: cards

with pictures drawn or pasted on them

• All kinds of pictures:

• Little books “We Sing”
• Musical pictures for songs that can
• be made in the form of a large album or individual colorful illustrations,
• Illustrations on the theme “Seasons”,
• Musical instruments illustrations,
• Pictures of animals singing and dancing
• or playing musical instruments,
• Albums “We are drawing a song”
• Albums to view:
• "Symphony Orchestra",
• "Folk Instruments"
• "Dances of the Peoples of the World"
• Graphic aid “Emotions”

• Unvoiced children's musical toys and instruments

• Voiced musical instruments and toys

• toys-tools with sound of indefinite heights
• toys-instruments that make only one sound
• instrument toys with fixed melody
• toys-instruments with diatonic and chromatic scales for creative music playing

• Technical means

It is advisable for each group to have a tape recorder and create a library of discs with musical repertoire

ATTRIBUTES for active musical games and for children's dance creativity

• Theaters

Types of theaters:

• Picture Theater (Flannelograph)
• Finger Theater
• Puppet show

ROLE OF THE TEACHER– encourage children to apply the skills acquired in music classes in the everyday life of kindergarten.

Whether this environment will become developmental, whether the child will want and be able to master it in his activities depends on:

• on the competence of an adult,
• his kindness,
• interested attitude towards children,

Child and adult

act together -

they both should be

comfortable in a musical environment.

Consultation for educators

“Subject-based developmental environment in music education”

Before we begin to consider this problem, let's dream a little.

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

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

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

In the concept of “subject-spatial musical environment” we include those objects and special equipment that accompany the child in the process of his life in kindergarten and at home and contribute to more successful implementation his musical development.

TO the most important indicators creativity includes creative activity, i.e. readiness and high level motivation to create a new product; self-expression, in other words, the child’s free choice of the type of musical activity, the method of realizing his plan; intelligence, “musical intelligence” - the ability to perform and perceive music; knowledge and skills (L. Ermolaeva – Tomina).

Factors contributing to the development of creativity include:

1 Informational, allowing to develop intelligence

2. Social, providing support for children in the process of their creativity, providing the opportunity to communicate and exchange impressions.

3. Emotional, causing psychological comfort and safety.

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

1. Family environment.

2. Preschool environment.

3. Social environment.

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

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

Everything else, including musical instruments and means of extracting music (tape recorder...), belongs to the subject component.

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

The subject-spatial musical environment of the kindergarten should:

1. Provide joint musical activities for children and adults. (Whether this environment will become developmental depends on the competence of the adult, his goodwill and interested attitude towards children and music.)

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

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

4. Stimulate the development of creative abilities.

5. Develop curiosity and the desire to experiment.

6. Consider age and individual characteristics children.

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

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

Types of equipment for the group's musical environment:

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

2. Musical and didactic aids, games.

3. Methodical manuals for the teacher (notebook with lyrics and movements).

4. Technical training aids:

Record player;

Video recorder;

TV;

Slide projector.

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

6. Sets of puppets for puppet theater.

7. Costumes for theatrical performances.

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

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

All of the above must be stored in a certain place accessible to children. The content of the musical environment should be made more complex according to age.

Design of a musical environment for children of early and younger age It should be plot-based, and for older children it should have a didactic orientation.

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