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0УДК 373.2.015.31:78
POTENTIAL FOR THE DEVELOPMENT OF MUSICAL PERCEPTION IN CHILDREN FROM 2 TO 4 YEARS OLD DURING THE IMPLEMENTATION OF UNREGULATED ACTIVITIES IN A PRESCHOOL EDUCATION INSTITUTION
SKURATOVICH YULIYA IGOREVNA
Senior Lecturer, Postgraduate Student of the Department of General and Preschool Pedagogy, Belarusian State Pedagogical University named after Maxim Tank
Minsk, Belarus
Annotation. The article presents the essence of musical perception in children from 2 to 4 years old. The features of the organization of the educational process in a preschool education institution with children from 2 to 4 years old are highlighted. The potential for the development of musical perception in children aged 2 to 4 years as part of unregulated activities has been determined. The functions of music in the implementation of unregulated activities are highlighted.
Key words: musical perception, educational process, unregulated activity, potential for the development of musical perception, preschool education institutions, children from 2 to 4 years old.
Introduction. Taking into account the approaches to the definition of the concept of «musical perception» of a number of scientists (E. V. Kozhevatova, E. V. Nazaikinsky, V. P. Reva, G. V. Savelyev, etc.), we determine the essence of this phenomenon. In our study, the musical perception of children from 2 to 4 years old is understood as the leading (main) type of musical activity, which consists in the motivated, emotional and meaningful comprehension by children of musical intonations and images that are accessible and attractive to them, and the active manifestation of their attitude towards them in the process of communication with using mastered and preferred languages of self-expression. The importance of the development of musical perception is determined by its significant impact on the psychophysiological and emotional-sensory sphere, cognitive development, the formation of personal qualities, aesthetic education, and the emergence of prerequisites for the holistic musical development of children. In addition to the development of the child in the family, teaching staff need to carry out this work within the framework of the educational process of a preschool education institution.
Main part. According to the Code of the Republic of Belarus on Education, «the educational process is training and education organized by an educational institution, an organization implementing educational programs of science-oriented education, another organization, an individual entrepreneur carrying out educational activities, in order for students to master the content of educational programs» [1 , p. 6].
The educational process in younger groups has organizational features that correlate and are determined by the psychophysiological, cognitive, social and personal characteristics of children from 2 to 4 years old:
1. Educational activities are organized in a playful way, taking into account the high emotional sensitivity of students.
2. The educational process takes place with the leading role of a teacher who organizes, directs, enriches the activities of students, defines specific tasks and clearly demonstrates their solution.
3. In the first junior groups, specially organized activities are carried out in subgroups (7-8 people), in the second junior groups - with a subgroup or group of children. The duration of one lesson in the first junior groups is 10 minutes, in the second junior groups - 15 minutes.
4. When discussing the results of students' activities, only a positive assessment from the teaching staff is used.
5. During the organization of the educational process, visual aids should be actively used to ensure students' direct perception of the studied properties of objects and phenomena of the surrounding world.
6. When carrying out the educational process, it is necessary to alternate different types of children's activities due to involuntary attention, its instability, small memory capacity, and rapid fatigue of pupils.
7. It is important to consolidate the ideas acquired during the educational process, since these ideas do not immediately become stable.
The educational process of preschool education institutions in Belarus includes specially organized and unregulated activities. Specially organized activity is a game or activity regulated by the standard curriculum of preschool education, organized taking into account the patterns of their development in early and preschool age. In turn, unregulated activity implies the independent activity of students in a subject-development environment and the activity of students organized by a teacher, aimed at solving educational problems [2].
In the context of our study, it is necessary to define the concept of "the potential of the educational process of a preschool education institution" in the framework of the development of musical perception in children from 2 to 4 years old, since the absence of this definition was found in the psychological, pedagogical and musicological literature. By the potential of the educational process of preschool education in the context of the development of musical perception in children from 2 to 4 years old, we understand the totality of opportunities for the development of musical perception that have already been generated, but exist in a hidden, implicit form and arise only under certain conditions.
From the point of view of realizing the potential of the educational process of preschool education in the development of musical perception in children from 2 to 4 years old, the following types can be distinguished:
- relevant, which is known and stated in the curriculum documentation of preschool education for mandatory implementation;
- latent (hidden) potential, which is not identified and, accordingly, is not realized, but can be realized if it is identified, justified and under certain conditions;
- promising, which has been identified, is known to the teaching staff and is planned for consistent implementation;
- potential achieved and realized by the teaching staff.
Unregulated activities organized by a teacher consist of the following components: communication, play activities, subject activities (first junior group), cognitive practical activities (second junior group), artistic activities, labor activities. It is recommended to use music during all components of unregulated activities. As part of the «Communication» component, you can conduct conversations and stories, for example, about the music you listened to, or sketches with musical accompaniment. The «Game activity» component may include dramatization games, finger games, didactic games, theatrical games, folk games, moving games, plot-display games and plot-role-playing games with musical accompaniment, etc. The use of music during games can illustrate actions. For example, when conducting a role-playing game «Mom and Children» its participants can listen, sing a lullaby, celebrate a housewarming, and dance to pieces of music. Also, during games, children can use musical instruments (for example, in the role-playing games «Concert», «Shop», «Music School»). Including music in the game makes it more emotional and interesting. The components «Subject activity» and «Cognitive practical activity» may include examination of musical toys, children's musical instruments, and playing music on them. Also, within the framework of the «Cognitive Practical Activity» component, it is possible to observe and listen to adults playing music on musical instruments, and experiment with sounds. In the process of this musical experimentation, children learn to distinguish between musical and noise sounds, find sound associations, and determine the properties of sounds. There are ample opportunities to use music within the Artistic Activities component. This includes direct musical activity (listening to music, elementary music-making, singing, musical-rhythmic movements), visual activity (perception of works of fine art, drawing, modeling, applique, design), perception of works of fiction and folklore, expressive reading, dramatization. All this is recommended to be done with musical accompaniment.
When listening to music followed by a conversation about its content, the importance of work is realized, a desire to work arises, therefore its use in the implementation of the «Labor Activity» component is advisable.
Based on the identified hidden potential of the educational process of a preschool education institution in the development of musical perception in children from 2 to 4 years old, we highlight the functions of music in the implementation of unregulated activities:
- Cognitive function. Listening to music contributes to the development of cognitive mental processes and the emergence of interest in mastering knowledge and skills.
- Educational function. Music in its content reflects the emotional states of people, their moods and feelings, the objective world, and phenomena. The use of music contributes to a more meaningful, refined understanding of the content being studied, makes it easier to assimilate knowledge and skills, to experience the world around us in all its diversity, and significantly expands children's understanding.
- Educational function. Music contributes to the development of moral qualities in children and the consistent assimilation of rules of behavior.
- Reflex function. Music affects the child's physiological processes (depth and rhythm of breathing, heart rate, acceleration of metabolism, normalization of blood circulation, etc.).
- Recreational function. Listening to music reduces fatigue, anxiety, psychosomatic tension, stress and promotes pleasure from listening, creating a favorable emotional background.
- Aesthetic function. When listening to music, a child involuntarily learns to see beauty in the environment and, as a result, tries to carry out certain types of activities expressively.
- Emotional function. Music promotes emotional penetration into the content of the phenomena and objects being studied and develops emotional responsiveness.
- Conversion function. The use of music brings significant variety to all components of the educational process and enriches it.
The highlighted functions actualize the importance and benefits of using music within the framework of unregulated activities of preschool educational institutions.
Conclusions. Thus, an analysis of the preschool education curriculum showed that unregulated activities have hidden potential in the development of musical perception in children from 2 to 4 years old. The components «Game activity» and «Artistic activity» have the greatest potential. The identified functions of music specify its capabilities when used within the educational process.
1. Code of the Republic of Belarus on Education: as of September 1. 2022 - Minsk: National Center for Legal Information of the Republic of Belarus, 2022. - 512 p.
2. On approval of the educational standard of preschool education [Electronic resource]: resolution of the Ministry of Education of the Republic. Belarus, 4 Aug. 2022, No. 228 // STANDARD. Legislation of the Republic of Belarus / National legal information center Rep. Belarus. - Minsk, 2022. - 43 p.
LITERATURE
