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THE INFLUENCE OF MUSICAL PERCEPTION ON THE AESTHETIC EDUCATION OF CHILDREN FROM 2 TO 4 YEARS OLD Skuratovich Yu. I. (Republic of Belarus)
Skuratovich Yuliya Igorevna - Senior Lecturer, Postgraduate Student DEPARTMENT OF GENERAL AND PRESCHOOL PEDAGOGY, BELARUSIAN STATE PEDAGOGICAL UNIVERSITY NAMED AFTER MAXIM TANK, MINSK, REPUBLIC OF BELARUS
Abstract: the article analyzes the influence of musical perception on the aesthetic education of children from 2 to 4 years old. The development of musical perception in children from 2 to 4 years old is being updated. Key words: music, musical art, musical perception, aesthetic education, children from 2 to 4 years old.
ВЛИЯНИЕ МУЗЫКАЛЬНОГО ВОСПРИЯТИЯ НА ЭСТЕТИЧЕСКОЕ ВОСПИТАНИЕ ДЕТЕЙ ОТ 2 ДО 4 ЛЕТ Скуратович Ю. И. (Республика Беларусь)
Скуратович Юлия Игоревна - старший преподаватель, аспирант, кафедра общей и дошкольной педагогики, Белорусский государственный педагогический университет имени Максима Танка, г. Минск, Республика Беларусь
Аннотация: в статье проанализировано влияние музыкального восприятия на эстетическое воспитание детей от 2 до 4 лет. Актуализируется важность развития музыкального восприятия у детей от 2 до 4 лет.
Ключевые слова: музыка, музыкальное искусство, музыкальное восприятие, эстетическое воспитание, дети от 2 до 4 лет.
UDC 373.2.015.31:78
Innovative processes in the educational sphere touch upon such problems as the development of a person's musical perception. In 2019, a preschool education curriculum came into force in Belarus, where special attention was paid to the system of music education and upbringing. Thus, musical activity, which was previously included in the educational area «Art», is separated into a separate educational area - «Musical Art». In 2022, a new version of the preschool education curriculum was released, where musical activities are also implemented within the educational field «Musical Art» [1]. The goal of mastering this educational field is to form the foundations of aesthetic culture through the means of musical art.
The age from 2 to 4 years can be considered a unique, valuable period in human development, since at this time the foundation is laid for the comprehensive development of the child's personality. Musical perception is available to children from the moment of birth. Moreover, the findings of modern psychological research indicate that the activation of this type of activity begins already at the stage of perinatal development of the individual. Scientists have proven that a child in the womb receives a significant part of information from the outside. Therefore, this period is extremely important for the subsequent development and formation of a person: the music that the expectant mother listens to can have a positive impact on the internal well-being of the developing baby, and also shapes his tastes and some primary preferences. Modern scientific research proves that it is necessary to begin the development of musical perception from an early age, because the lack of musical impressions received in this age period is difficult to compensate for later. The musical impressions that a person receives from an early age are the foundation for further musical development, which is confirmed by the memories of famous composers (W. A. Mozart, S. Prokofiev, F. Chopin, etc.). Of course, this does not indicate that adults should overload children with musical activities as much as possible. However, it is necessary to organize the environment so that the child learns to listen and hear music.
The problem of the formation and development of musical and sensory abilities of children from 2 to 4 years old is one of the most important tasks of modern theory and practice of preschool education. In the studies of N.A. Vetlugina, N.V Druzhinina, B.M. Teplova, G.A. Praslova, G.A. Nikashina and others show the importance of introducing preschool children to a variety of musical activities that allow them to develop their musical and sensory abilities.
The accumulation of musical experience occurs in all types of musical activity, however, the main type of children's musical activity of preschool children is traditionally musical perception. It permeates all types of children's musical activities, such as singing, playing children's musical instruments, musical-rhythmic activities,
and musical creativity. Developed musical perception helps to form a personality, a subject that modern postindustrial society needs. This is a creative and active subject, striving to demonstrate all the abilities inherent in him, open to cultural innovations and initiatives.
In relation to children from 2 to 4 years old, musical perception is a process of reflecting the intonational expressiveness of accessible musical works, which manifests itself in a pronounced emotional reaction and movements. Musical perception weaves together sensory experiences of musical sounds, past musical experiences, and associations with what is happening in the present. For the development of all types of perception, including musical perception, the age range from 2 to 4 years is sensitive. Children at this age are characterized by a desire to understand the environment and phenomena, and sensory experience serves as the source of this knowledge. If in the process of children's musical activity their musical and aesthetic consciousness is developed, this will not pass without leaving a mark on the subsequent development of a person, his general spiritual formation.
Musical perception has a positive impact on aesthetic education. When analyzing musical works, the ability to evaluate them aesthetically is formed. The aesthetic experience of music can make a person more sensitive to the feelings of other people, to the manifestation of beauty in life and art [2, p. 47]. G. A. Nikashina conducted a pedagogical experiment aimed at developing aesthetic feelings in children of senior preschool age during music classes. First, the emotional experience of children was enriched with new types of aesthetic experiences. Then the ability to empathize was formed based on the identification of the child's emotional transformation into an imaginary image and role identification of oneself with it. Consolidation of the assigned emotional experience and its use in the process of aesthetic activity was carried out in complex music classes, in everyday practice (drawing, artistic speech, theatrical activities, etc.; in understanding the emotional state of people around, the phenomena of reality and a sympathetic attitude towards them; in everyday situations and in one's own behavior). As a result, children were found to have a high level of education in aesthetic feelings, which manifests itself in the depth of the aesthetic experience of music and in the creative activity of preschoolers [3]. VA. Saleev notes: «The amazing creative talent of children is based, first of all, on the aesthetic substrate of the spontaneity of the emotional reaction and, as a consequence, on the freshness of the aesthetic feeling. This is precisely what serves as the basis and source of children's imagination and play, as a result of which something fundamentally new arises both in activity and in the person himself» [4, p. 8].
Aesthetic education of children during musical perception becomes more productive if the content is focused on the needs of modern children, and the education process is carried out taking into account their characteristics, potential and capabilities. The teacher's task is to develop and use innovative educational technologies in their professional activities based on the characteristics of children, to create conditions in which the child will develop imagination and creative abilities, show cognitive initiative, and satisfy his need for self-realization. To solve this problem, the teacher needs to combine traditional teaching methods and modern information technologies, including computer ones. It is necessary to make musical activity interesting, rich and entertaining, that is, the material should contain elements of the unusual, surprising, unexpected, and arouse children's interest in the educational process.
Thus, musical perception has an impact on the aesthetic education of children from 2 to 4 years old. Gradually, children accumulate auditory experience, develop an aesthetic attitude towards music, cognitive activity, appreciation emerges, and, as a result, the perception of music becomes more profound and conscious.
References / Список литературы
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2. Рева В.П. Культура музыкального восприятия школьников: механизмы становления: монография / В. П. Рева. - Могилев: МГУ им. А. А. Кулешова, 2005. - 204 с.
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4. Салеев В.А. Сущность эстетического воспитания // Адукацыя i выхаванне. - Мн.: НИО, 1999. - 126 с.
