“Innovative approaches in music education and development of preschool children”

“Innovative approaches in music education and development of preschool children”

Author: Kucher Lyudmila Petrovna

Musical director of MBDOU "DS" Solnyshko"

“Innovative approaches in music education and development of preschool children”

Innovative approaches in music education and development of preschool children.

“Music inspires the whole world,

supplies the soul with wings, promotes

flight of imagination; music gives life

and joy to everything that exists...

it can be called an incarnation

everything beautiful and everything sublime"

Music occupies a special, unique place in the education of preschool children. This is explained by the specifics of this type of art and the psychological characteristics of preschoolers. Music is called the “mirror of the human soul”, “emotional cognition” (B.M. Teplov), “model of human emotions” (V.V. Medushevsky): it reflects a person’s attitude to the whole world, to everything that happens around and in itself person. Primary musical education is designed to play a very important role in a person’s life.

The work of a music director in a preschool educational institution at the present stage is filled with new content - to raise a person capable of independent creative work, an active, searching person. Music is a source of special children’s joy, and the use of various pedagogical methods in music classes solves the most important task of early musical education - the formation of the leading component of musicality - the development of emotional responsiveness to music. When carrying out GCD, children develop the ability to perceive, feel, understand the beauty in life, art, and become involved in artistic and creative life. Therefore, I consider the goal of my work to be to ensure that every child develops musical communication and creative abilities, and strengthens mental and physical health.

Changing life around us dictates that modern teachers need to choose more effective means of teaching and education based on modern methods and new integrated technologies.

The use of innovative methods, forms and technologies in music education under the conditions of the introduction of the Federal State Educational Standard became the goal of my work.

I implement the goal in tasks that meet the urgent needs of the child:

• creating conditions that provide opportunities for each child to demonstrate their individual abilities when communicating with music;
• creative development of the child’s natural musicality;
• creating conditions for spontaneous creative manifestations.

The main principle that guides my work is attention to each child: taking into account his age, speech, individual musical characteristics and needs. There are a number of other principles that I adhere to in music classes:

• The musical director is an equal partner. He knows how to play interestingly and show creativity.

• Gives children the right to choose a musical repertoire, knowledge, skills,

• Focuses on the individual capabilities and abilities of children.

Integrated musical activity becomes the norm of musical life in kindergarten, as in my work. The purpose of this type is to give children an idea of ​​the specifics of various types of art (music, painting, theater, choreography, poetry), the expressive features of their artistic means, the ability to convey thoughts and moods in different types of artistic activity of children in their original language.

The success of work on the musical development and education of children is impossible without the joint work of the music director and educators, whose work is aimed primarily at preserving the health of children. Health preservation is becoming a priority in the work of our preschool educational institution and many others. Science has proven that musical development is inextricably linked with the physical well-being of a child. Singing develops the vocal apparatus, speech, strengthens the vocal cords, and regulates children's breathing. Rhythm improves a child’s posture, coordination, confidence and plasticity of movements. Playing instruments develops a sense of rhythm, the ability to play alone and in an ensemble. All types of GCD contribute to solving the following problems:

1. Preservation and promotion of children's health;
2. Development of sensory and motor functions.
3. Formation of the need for physical activity;
4. Acquiring the skill of proper breathing;

5.Development of intellectual functions (thinking, memory, imagination, attention, perception, spatial orientation, etc.);

1. Development of the emotional-volitional sphere and gaming activity;
2. Formation of a harmonious personality.

Using the computer allows me to enliven joint educational activities with children. Computer techologies

expand the opportunity to present musical and didactic material provided for in the educational program of a preschool institution.

Using ICT

In musical educational activities, in my opinion, the cognitive interest of preschoolers in music began to intensify, children's attention intensified, as new motives for mastering the proposed material appeared, children became more active in the joint discussion of a musical work. Musical activity has become more meaningful, harmonious and productive.

The basis of innovative technologies for musical education of children is collective activity, combining: singing, rhythmic speech, playing children's musical instruments, dancing, improvised movement to music, voicing poems and fairy tales, pantomime, improvised theatrical performance.

The forms of musicality development that I use in practice are:

Communicative dances.

Involving a child in the process of playing music lies through creating an atmosphere of acceptance of each other and emotional and mental emancipation. Here, communicative dances are indispensable assistants, the use of which solves the following problems:

• development of communication skills,
• working on the sense of form,
• development of motor coordination,
• developing a sense of rhythm.

Finger games (musical and speech).

The value of finger games in the context of the development of children's musicality lies in the fact that they represent the first experiences of performing artistry. Finger games:

• develop the muscular system, fine motor skills, tactile sensitivity;
• increase the overall level of organization of the child;
• are aimed at developing a sense of rhythm, expressive speech intonation, and coordination of movements.

Rhythmic recitation to music

– synthesis of music and poetry. It can be defined as a musical pedagogical model in which the text can be sung and rhythmically recited. For example, the poem “April” by S. Marshak.

Carl Orff technique

opens up a wonderful world of sounds for children: the music of rain, sun, wind, icicles, snowflakes. Children develop skills of improvisation, imagination, and independent creativity. The educational activities I conducted on the topic “Autumn Mood”, “Winter Fantasy”, “Journey to the Spring Forest” contributed to the development of a sense of rhythm, creativity in playing musical instruments and free dancing, and to hear the “music of nature” through the perception of music.

Design method

The modern method of integrating activities allows you to solve a set of problems subordinated to one topic. The method is relevant and very effective. It gives the child the opportunity to synthesize acquired knowledge, develop creativity and communication skills. In addition, project-based activities allow children to develop research skills and cognitive interest.

Theme of patriotism

is relevant and significant in the work of our kindergarten.
I pay special attention to this topic, because it teaches children kindness, generosity, love for their Motherland and native land, respect for their parents and each other. Children participate in festive and folklore events, learn a lot about folk traditions: “ Old people, young at heart
”;

«My land is northern Yamal";

“In the friendship of the Nars is the unity of Russia”;

“ Warmth
of hearts for beloved mothers”;
“ Tsvetik - seven-colored” - Family Day and others.

The innovative technologies that I use in my work are focused on the full development of the child as an individual, on the desire to help him enter the modern world and join its values. An analysis of the work shows that the method of integration and variability in the use of innovative programs and technologies makes it possible to increase the level of musical development of children.

Modern technologies for musical education of children

Dear friends, we are pleased to once again introduce you to Ananyeva Lyudmila Aleksandrovna, musical director of the joint venture “Kindergarten “Alyonushka” of State Budgetary Educational Institution Secondary School No. 2 named after. V. Maskina Art. Klyavlino, Samara region. Today Lyudmila Aleksandrovna shares with us useful material about modern technologies for musical education of children. The article will be useful to preschool teachers.

A short commentary on the article from Lyudmila Alexandrovna:

“At the present stage of development of society, there is a need for special conditions for the organization of preschool education, in connection with a change in the educational paradigm: new pedagogical technologies are being intensively introduced, original methods are being developed. The development of the child’s emotional sphere, against the background of these progressive changes, should be given sufficient attention to the harmonization of his personality. To ensure the creative development of the personality of a preschool child, the search for innovative pedagogical technologies becomes relevant.”

Creative reading...

Modern technologies for musical education of children

Currently, there are a huge number of technologies for musical education of children.

The essence of pedagogical technology is to allow the teacher and music director of a kindergarten to put the content of their professional activities into an optimal form for its implementation, which helps to build professional actions in a consistent logical chain.

“The desire for manufacturability, or, in other words, for predictable, conscious activity, is a kind of practical reflection of the search for reliable logical foundations of professional life” - the point of view of I.A. Kolesnikova.

Pedagogical technology is a tool that allows a teacher or music director of a kindergarten to effectively solve the problems of their professional activities (with a high probability of obtaining the desired result).

Pedagogical technology is distinguished by: sequence of professional actions, clarity of purpose, prediction of intermediate and final results.

An important feature of educational technology is reproducibility.

According to V.A. Slastenin: “pedagogical technology is a philosophy of pedagogical action.” Any technology is based on psychological-pedagogical and philosophical-pedagogical principles. Technologies for musical education of children of early and preschool age are no exception, the foundations of which are:

— the principle of humanization, which involves taking into account the characteristics of the child’s personality, the individual logic of his development in the process of musical and artistic activity;

— the principle of taking into account the individual and age characteristics of the child, which explains the need to use diagnostics of children’s musicality;

— the principle of taking into account and developing the child’s subjective qualities and properties in the organization of musical and artistic activities, which means taking into account interests in music and focusing on a specific type of musical activity;

- the principle of subject-subject interaction in the process of musical and artistic activity, meaning freedom of expression and reactions of children, joint expression of assessments and judgments by a child and an adult, appeal to life experience;

— the principle of pedagogical support, aimed at providing assistance to a child by a teacher who is experiencing difficulties in the process of musical and artistic activities;

— the principle of professional cooperation and co-creation, meaning mandatory professional interaction between the music director and the teacher in organizing the process of musical education and development of preschool children;

— the principle of purposefulness of the process of music perception by preschoolers, which presupposes a purposeful process, the success of which affects performance and children's creativity;

- the principle of selection of musical works - the need for criteria-based selection of children's music;

- the principle of systematicity and consistency in the organization of musical and artistic activities, which involves systematic work with children with a gradual complication of the musical content of the tasks of education and development, a cross-cutting connection between the proposed forms, means, content and methods of work;

— the principle of productivity of musical and artistic activity in preschool childhood, meaning that the processes of perception-performance-creativity are expressed in a certain product (an image embodied in a game, a word, a melody, etc.);

— the principle of syncretism, which implies the combination of various methods of activating children's musical activity within the framework of pedagogical technology.

Let's consider the most interesting and acceptable, in my opinion, modern technologies for the musical development of children.

Eurythmy. Based on the laws of speech and music, eurythmy is one of the ways of expressing musical movement in space; it develops the creative and musical abilities of children, moral and communicative qualities, the emotional sphere, and the mental potential of preschoolers, which has a beneficial effect on the culture of children's movement.

The purpose of eurythmy is to develop a culture of movement in preschool children. Play is the leading activity of a preschooler, and it is this type of activity that became the basis for the development of special eurythmy exercises. Focusing on teaching musical and rhythmic movements, on the analysis of mental and emotional processes is the main feature of eurythmy exercises.

Eurythmy includes blocks that can be arranged in any order:

- rhythm games;

— block for the development of fine motor skills;

— block for the development of gross motor skills (an exercise to develop balance, coordination, and dexterity of the foot);

— orientation in space;

— movement-improvisation compositions with musical accompaniment; — igroplasty — exercises for the development of muscle flexibility, strength in play and figurative motor tasks;

— game dances — dance steps aimed at developing and improving dance movements.

Learned musical-rhythmic etudes and compositions are widely used in direct educational activities in music, physical education, as well as in all regime moments of a preschool educational organization.

Design technology. This technology is a modern method of integrating activities, allowing you to solve a set of problems subordinated to one topic, using a variety of techniques and methods, gradually and in a system. This is a very effective and relevant technology that allows the child to develop creative abilities and communication skills, and the opportunity to synthesize acquired knowledge. In addition, project-based activities allow children to develop research skills and cognitive interest.

Pedagogical technology “Sounding world”. The purpose of this technology is to develop the musicality of children of early and junior-middle preschool age. The technology is built on the theories of: sensory education M. Montessori, L. A. Wenger; formation of perceptual actions (the concept of sensory standards) by A.V. Zaporozhets; ideas about sensory development by E.I. Tikheeva, A.P. Usova, N.P. Sakulina and N.N. Poddyakov.

The primary task for the teacher is to introduce the child to the world of sounds. Music should become for the child the content and means of communication between the teacher and the child, not only in specially organized classes, but primarily in a natural setting.

The most important condition within the framework of technology is the organization in a group of a sounding musical environment that encourages the child to engage in active sound activity, first under the guidance of a teacher, then in independent activity.

Pedagogical technology for developing the creative imagination of middle preschool children in the process of listening to music.

Goal: development of the creative imagination of preschoolers of the fifth year of life in the process of perceiving music.

An activity during which children create new ideas that were previously absent, relying on images that are stored in their memory - creative imagination. This activity is associated with the transformation of the child’s accumulated ideas about the phenomena and objects of the world around him, its change, addition, assignment of new meaning or meaning. Creative imagination, as an independent concretization of musical images in different types of musical activities, manifests itself when listening to music. The technology offers to develop the creative imagination of children of the fifth year of life, starting with listening to program works containing specific images: “The Game of Horses”, “New Doll” by P.I. Tchaikovsky or “Bird” by E. Grieg, etc.

Teachers take part in the implementation of the technology with the active support of the music director and educational psychologist. An important condition is the arrangement of a musical zone in the group for listening to music, which includes: a tape recorder or player, cassettes or records with recorded musical works, musicological books for adults and children, portraits of musicians, reproductions of paintings, albums and much more.

Classes on the development of creative imagination are held in the afternoon 2-3 times a week and are built according to the logic of the process of musical perception.

Pedagogical technology for the development of play activity in children of middle and senior preschool age in the process of listening to music.

Goal: development of playing skills of children of middle and senior preschool age through the perception of musical works.

Musical art is the most effective pedagogical means of enriching and developing the plots of children's games. Music develops creative thinking and imagination, which is necessary for creating game plots. Game and music represent a figurative representation of reality, in which a musical image easily turns into a game one. First of all, the following types of music will enrich the plots of children's games: activating the child's creative imagination and fantasy, programmatic, with a developed plot, artistic, imaginative, encouraging independent play and playful action, guiding (suggesting how to use certain expressive movements, gestures , facial expressions).

The implementation of this technology is ensured by organizational conditions: active interaction between the music director and the teacher; creation of an integrative musical and gaming environment (external condition), initiating the processes of enrichment and development of preschool children’s gaming skills.

The music and play area is a space for interaction between children and a music director or teacher.

Pedagogical technology for designing a music-enriched environment in a kindergarten group.

Goal: designing a musically enriched group environment, taking into account the musical interests, preferences of children, and the characteristics of the children's musical subculture.

A musically enriched environment is a subject-developmental group environment, enriched with song and musical repertoire, allowing the child to accumulate musical experience. The strategy and tactics for building an environment are determined by the characteristics of the personality-oriented developmental model of education and are subject to the following principles:

— positions during interaction, distances;

- activity, creativity, independence;

— stability-dynamism;

— complexity and flexible zoning;

— emotiogenicity of the environment, emotional well-being and individual comfort of each child and adult;

- combinations of conventional and extraordinary elements and aesthetic organization of the environment;

- openness-closedness;

— taking into account gender and age differences in children.

The technology is implemented in the course of joint activities of the music director and teacher. Time and place of technology implementation: the use of music during directly organized activities; organizing routine moments with music; creating a musically enriched environment for children’s independent activities.

Currently, there are a great variety of different technologies for music education; we have looked at the most appropriate modern technologies for working with children in kindergarten.

Thus, modern music technologies are aimed at creating:

— the process of professional co-creation and cooperation of the kindergarten teaching staff in solving the problems of musical education and development of preschool children;

— a holistic educational process that promotes the holistic musical development of a healthy preschool child in kindergarten;

- developing musical and educational environment of the kindergarten, initiating the processes of holistic musical (artistic) development and upbringing of the child;

- cultural-educational musical-aesthetic space in the teaching staff of an educational institution - in kindergarten and the student’s family, in kindergarten and cultural institutions;

— the process of personal and professional development and self-development, education and self-education, increasing the professional competence of all employees of the teaching staff through the enrichment of general cultural, basic, and special competencies.

List of sources used:

1. Kuznetsova G. Federal State Educational Standards of Additional Education: new approaches in the work of a music director // Musical director 2014. - No. 8
2. Kuznetsova G. Fragments of musical and gaming activities. Games. Singing. // Musical director 2014. - No. 2
3. Morozova L. D. Pedagogical design in preschool educational institutions: from theory to practice. - M.: 2010.
4. Burenina A.I. Rhythmic mosaic. – St. Petersburg, 2000.
5. Gogoberidze A.G., Derkunskaya V.A. Library of the “Childhood” program. St. Petersburg: Childhood-Press, 2013.
6. Tyutyunnikova T.E. “Simple, fun, easy” // “Musical Director” 2009.- No. 5.-p.4
7. https://gumannaja-pedagogika.ru/offers/2011-09-18-11-37-19/54-2011-09-18-11-35-34/599-suhomlinskiy-?tmpl=component&print=1&page

Innovative technologies in music education of preschool educational institutions

Municipal budgetary preschool educational organization

kindergarten No. 20 “Dolphin”

607061, Nizhny Novgorod region, Vyksa, Zapadny microdistrict, building No. 68A

e-mail: tel.: 8(83177) 6-70-50

Innovative methods in the work of a music director in preschool educational institutions

Developed by:

Musical director

Petrova E.M.

Vyksa 2022

Working in a modern preschool educational institution requires the music director to use new technologies aimed at effectively assimilating by children the content of educational programs in the conditions of the Federal State Educational Standard, which contribute to the formation of a person in modern society. Musical activity occupies a special place in a child’s life, since music is a source of children’s joy, positive emotions, knowledge and the opportunity for self-expression. To make learning more interesting and rich for a child, giving children the opportunity to actively participate in the process of learning and creativity, it is necessary to use methods and techniques that meet the needs of modern children. Changing life around us dictates the need to choose more effective means of training and education based on modern methods and new technologies.

Therefore, one of the goals in my work as a music director is to find innovative approaches to teaching and building a music-playing space, to create comfortable conditions for mastering program material.

To solve the main problem of developing musical education for preschoolers, I use new programs and technologies in various types of musical activities in my work.

What is educational technology? This is a tool that allows a teacher and kindergarten music director to effectively (with a high probability of obtaining the desired result) solve the problems of their professional activities. The constant search for answers to questions that arise during the work on musical education of children pushed me to get acquainted with various methods and practices of colleagues and researchers. Methods and developments by T. Borovik, A. Burenina and T. Sauko, T. Tyutyunnikova, O. Radynova, M. Kartushina, constant reading and study of professional periodicals “Musical Director”, “Hoop”, “Preschool Education” - all this , undoubtedly, turned out to be very interesting and useful for me, expanded my professional horizons and was reflected in my practical activities. The technologies of these techniques are obvious:

— close relationship between age-related child developmental psychology and educational and musical activities;

- practice of the theory of the intonational nature of music developed by T. Borovik;

-ideas of elementary music-making by K. Orff;

-techniques for developing contemplation, involvement, and compassion in children;

- providing the music director with the opportunity to search for his own style of work, modify methodological preferences, experiment in music pedagogy and delight himself with communication with children and music.

Using a computer in a preschool allowed me to significantly enliven joint educational activities with children. Computer technologies expand the capabilities of a music director in presenting musical and didactic material provided for in the educational program of a preschool institution. It is very important that the music director, using ICT, has the additional opportunity to transmit visual information to children. Music classes using ICT enhance preschoolers’ cognitive interest in music and activate children’s attention, as new motives for mastering the proposed material appear. In such classes, children are more active in joint discussion of a piece of music. Musical lessons become more meaningful, harmonious and productive.

The tasks of musical education are carried out through several types of musical activities: listening to music, singing, musical-rhythmic movements, musical-didactic games, playing children's musical instruments.

I include the means of new information technologies in all types of musical activities.

So, in the “Listening to Music” section I use computer presentations, which I either create myself or find on the Internet. They make it possible to enrich the process of emotional-imaginative cognition, evoke a desire to listen to a piece of music repeatedly, and help to remember for a long time a piece of music proposed for listening. Presentations are indispensable when introducing children to the work of composers; in this case, bright portraits and photographs attract children’s attention, develop cognitive activity, and diversify children’s impressions.

Singing occupies a leading place in the system of musical and aesthetic education of preschool children. This type of activity also involves the use of new information technologies. Thus, the condition for good diction and expressive singing is to understand the meaning of the words and the musical image of the song, so I created electronic illustrations for various songs that require explanation of the text. For example, in the song “Winter has passed”, the meaning of the words “ditch” and “ravines” is unclear to children; in the song “Sunny Drops” we clarify the concept of “drops”, so I suggest looking at illustrations for the song that help understand the meaning of the words.

In the “Singing” section I use the method of rhythmic declamation (synthesis of music and poetry). It can be defined as a musical pedagogical model in which the text is not sung, but rhythmically recited. However, the performance of rhythmic declamation is distinguished by clearer pronunciation and exaggerated intonation. At the same time, the poetic sound fabric interacts with patterns of musical durations and pauses, which greatly enhances the emotional effect of listening and is undoubtedly an important developmental factor for the child. Removal from singing in rhythmic declamation is connected, on the one hand, with the simplification of the intonation process (it is easier and more natural for a child to speak), and on the other, it is aimed at developing the mechanisms of intonation thinking, where musical hearing interacts with speech. Until a child hears himself speak and learns to control his speech, it is difficult to hope that he will be able to sing correctly and expressively.

In the section “Musical and rhythmic activities” I widely use M. Kartushina’s technology. Involving a child in the process of playing music lies through creating an atmosphere of acceptance of each other and emotional and mental emancipation. Here, communicative dances are indispensable assistants, the use of which solves the following problems:

-development of communication skills

-work on the sense of form

-development of motor coordination

-development of a sense of rhythm.

The use of ICT when performing musical-rhythmic exercises and various dances helps children accurately follow the teacher’s instructions and perform movements expressively. The process of learning dances using educational video discs becomes fun and takes less time than when verbally explaining the movements for dances and exercises.

I also conduct musical and didactic games using colorful voiced presentations, such as “Guess the sound of a musical instrument”, “Who came to visit us? » “Musical House”, “Guess the Melody”, etc. The principle of constructing such presentations: the first slide is a task, the next is checking the correctness of the proposed task.

When teaching children to play musical instruments, I use video recordings of concerts of a symphony orchestra, an orchestra of Russian folk instruments, and solo sounds of various instruments; I explain what an orchestra is, a group of instruments, and introduce the profession of a conductor. When watching a video, children become interested in the harmonious performance of music on children's musical instruments and the correct sound production.

Videos make it interesting, bright and understandable for preschoolers with different types of art, such as theater, ballet, opera.

The practice of working with preschoolers in preschool educational institutions shows that the use of computer technologies contributes to the discovery, development and realization of the musical abilities of a preschool child.

When creating a subject-developmental environment in the educational field of “Music,” various factors are taken into account: the age of the children, their needs and hobbies, the requirements of the education and training program, SanPiN standards, and methodological developments. But what is often not taken into account is the fact that today’s children differ in many ways from their peers who were raised in kindergartens 10–20 years ago. Modern children have different physiological and psychological characteristics; in addition, they perceive the world around them differently, which, in turn, has also undergone significant changes. The modern musical development environment of our preschool educational institution is problematic. After all, the indicators of musical and personal development of each child, the level of his activity, and emotional state depend on how productive, interesting and accessible the musical subject-development environment in the music hall and in group music corners is. All this allows children to fantasize, create, compare, model, reflect, and solve problem situations. Therefore, the constant use of ICT in educational activities, events and musical festivals becomes the norm of musical life in kindergarten.

The use of an interactive whiteboard in the educational process provides, firstly, additional educational information, and secondly, it provides a variety of illustrative material, both static and dynamic (slides, animations, video materials). And this is a powerful means of increasing the effectiveness of learning, enhancing the preschooler’s motivation and entertaining interest. The use of new methods of explanation and reinforcement in a playful way increases children’s involuntary attention. Information technologies provide a person-oriented approach and make it possible to increase the volume of material offered for familiarization.

For example, I accompany an introduction to a new topic by showing slides, video clips, and photographs; When listening to music, I use the display of reproductions of paintings by artists and portraits of composers;

The presence of ICT allows you to demonstrate graphic material (models, diagrams); “visit” museums, theaters, concerts; simulate scenes and phenomena that cannot be seen in everyday life.

ROD uses presentations on the following topics: “Musical Instruments”, “Orchestra”, “Composers”. With the help of educational multimedia programs, children become familiar with the basics of musical literacy: they learn about the stave and notes, become familiar with the height, duration of sounds, dynamics, tempo and timbres of music, the main musical genres (song, dance, march - in younger groups, opera, ballet – in seniors), and also comprehend such concepts as “solo”, “duet”, “trio”, “ensemble”, “composer”, “performer”, “conductor”. Since in our city it is very rare to get to a symphonic music concert, ballet or opera, multimedia equipment is used to hold “Musical lounges”, “Literary evenings”, entertainment dedicated to introducing children of senior preschool age to theatrical genres. Multimedia didactic games contribute to a more solid assimilation of musical concepts and terms: “Guess what sounds,” “Short and long sounds,” “3 bears,” “Song, dance, march,” “Fun and sad,” etc. Thanks to the visualization method Children more actively develop musical-sensory and general musical abilities: pitch, pitch and timbre hearing, sense of rhythm. Music videos and displays of reproductions of great artists on the theme “Nature and Music” allow a more comprehensive approach to teaching children the perception of music, contribute to a more complete understanding of the beauty and richness of the musical culture of mankind, and the development of aesthetic perception of the world around them. Children enjoy listening to the works of P. I. Tchaikovsky and A. Vivaldi from the cycle “The Seasons” accompanied by colorful slides and videos, and plunge into the fabulous atmosphere of the music of Grieg, Saint-Saëns, Rimsky-Korsakov, Mussorgsky. Listening to music in this way contributes to the development of imaginative perception. In the “Singing” section, a didactic technique is used to learn new songs: pictures appear on the screen corresponding to the words of the song, or the child must recognize the song from the pictures and perform it. This technique reinforces previously learned songs and trains memory. A didactic game for the development of diction and expressiveness of speech “The Fairy Tale Speaks”, where children sing short phrases, proverbs and sayings, imitating the voices of fairy-tale characters or animals that they see on the screen.

In the “Playing Musical Instruments” section, computer presentations and games help to remember the names of musical instruments, when to enter, and to maintain the general tempo and dynamics when playing in an orchestra. Fun activities using such didactic material help overcome excessive shyness and stiffness, increase interest in musical lessons, promote the development of musical memory, attention, thinking, and expand the child’s musical education.

Multimedia technology is widely used in the musical life of our kindergarten. Thus, holidays and entertainment are accompanied by the display of colorful slides on the theme of the holiday, video cards with congratulations to children for parents, video clips about the life of children in kindergarten at graduation, etc., . The use of computer technology in the work of a music director also helps in such a complex topic as familiarization with folk holidays and traditions.

Thus, the use of innovative computer technologies in the musical development of preschool children contributes to the qualitative improvement of the educational process, makes it more exciting, rich and comfortable for children and teachers, and covers all stages of musical activity. Music for a child is a world of joyful experiences. I open the door to this world for him, help him develop his abilities, and above all, emotional responsiveness. My use of advanced technologies and techniques in music classes ensures the diversified development of a child’s personality due to the close relationship between aesthetic education and moral, mental, and physical education. By using all types of musical activities available to preschool age, the creative potential of the child, the harmony of musical and aesthetic education is achieved, and, therefore, the solution to the main goal of my work as a music director is to teach children to love and understand

music.

Literature:

1. Radynova, O.P. “Preschool age: how to form the foundations of musical culture” // “Musical Director” 2005.- No. 1. –p.3

2. Radynova O.P. “Preschool age - tasks of musical education” // Preschool education 1994.- No. 2, p. 24 – 30

3. Tarasova, K.V. “Development of musical abilities in preschool childhood” // “Musical Director” 2010. - No. 1. – p.10

4. Belov G. G., Gorbunova I. I., Gorelchenko A. V. Musical computer (a new instrument for a musician). – St. Petersburg: SMIO Press 2010.

5. Deberdeeva, T. Kh. New values ​​of education in the conditions of the information society / T. Kh. Deberdeeva // Innovations in education. - 2010. - No. 3. - p. 79.

6. Borovik T.A. Paths of pedagogical creativity. Musical director. — M.: LLC Publishing House “Education of Preschool Children”. 2004 No. 1 p.9-25, No. 2 p. 18-33, No. 4 p. 29-41, No. 5 p. 23-28, No. 6 p. 9-14.

7. Tyutyunnikova T. Elementary music playing - “familiar stranger”. Preschool education. 1997 No. 8 p.116-120, 2000 No. 5 p.133-141.

8.Burenina A. Communicative dance games for children. – SP: Leningrad Regional Institute for Educational Development. 2004

9. Bogodyazh O. Innovative technologies in the development of musicality in preschool children.