HEALTH-SAVING TECHNOLOGIES IN MUSIC CLASSES.
The purpose of introducing health-saving technologies:preservation and strengthening of mental and physical health of children.
Stages of technology implementation.
Stage 1. Analysis of the classes from the standpoint of health saving.
2 stage. Statement of practical problems based on the results of the analysis.
3rd stage. The study of methodological literature.
4th stage. Analysis of methodological literature. Selection of material for work and consultations.
Stage 5 Implementation into practice.
Stage 6 Monitoring results. Lesson analysis. Diagnostics.
A sickly, lagging behind in physical development child gets tired faster, he has unstable attention, poor memory, and low working capacity. Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the health and cheerfulness of children.
It is especially effective to carry out health-improving work using such a powerful tool in solving educational, educational and correctional tasks as music. Moreover, it is music from all kinds of art that is the most powerful means of influencing a person.
I started my work in this direction with the analysis of classes from the point of view of health saving.
Analysis of the lesson from the position of health saving.
May 2007
Parameters | Analysis results |
Conforms to SanPiN standards |
|
Age appropriate. |
|
Comply with regulations. |
|
In the process of listening and singing, various warm-ups, physical exercises are carried out. (0.5-2 minutes; 2-3 times for the entire lesson) |
|
Regularly held |
|
Children come to class in different moods. Sometimes it's hard to get started with them. By the end of the lesson, children may be tired. |
After analyzing the classes, I came to the conclusion that it is necessary:
In my work with children, one way or another, I have always used the following types of healing:
For a deeper study and systematization of knowledge on the topic of applying health-saving technologies in a music lesson, I turned to the methodological literature.
Burenina A. I. Rhythmic mosaic: (Rhythmic plasticity program for children of preschool and primary school age).
Galtsova E.A. "Funny stories about everything".
O.N.Arsenevskaya. The system of musical and recreational work in kindergarten: classes, games, exercises.
Alyabyeva E.A. Logorhythmic exercises without musical accompaniment: Methodological guide.
Alyabyeva E.A. Psycho-gymnastics in kindergarten: Methodological materials to help psychologists and teachers.
Kartushina M.Yu. Logorhythm for kids: Scenarios for classes with children 3-4 years old. (Development program.)
V. A. Knysh, I. I. Komar, E. B. Loban, Yu. V. Dudak Logorhythmic minutes: thematic lessons for preschoolers.
Sirotyuk A.L. Correction of the development of intelligence of preschoolers
Belaya A.E., Miryasova V.I. Finger games.
Logorhythmic exercises are aimed at correcting general and small movements, developing speech-movement coordination, expanding children's vocabulary, improving psychophysical functions, developing emotionality, and communication skills.
Psychologists and linguists believe that in early childhood the rate of speech development is much higher than in subsequent years. If by the end of the first year of life the child's dictionary includes 8-10 words, then at three years - up to 1 thousand words. Teachers and parents should help children master their native language, accumulate a significant vocabulary, and teach them to pronounce all sounds.
In the third year of a child's life, speech becomes the dominant line of development. The dictionary is quickly replenished, the ability to build sentences improves qualitatively, the sound side of speech improves. The child learns to compare, build deductions of a visual-effective nature. Speech serves as a means of communication and self-regulation of behavior. It becomes more meaningful and expressive. The child can pronounce words with different intonation and loudness, change the pace of speech. He is able to understand the meaning of qualitative adjectives denoting shape, color, size, taste.
A special place in the work on the speech of children is occupied by musical games, singing and movements to music. This is due to the fact that music affects primarily the emotional sphere of the child. On positive reactions, children learn the material better and faster, quietly learn to speak correctly.
Logorhythmic classes are based on the close relationship of words, movement and music and include finger, speech, musical-motor and communicative games, exercises for the development of large and fine motor skills, dancing to the rhythmic recitation or singing of an adult, rhythmic games with musical instruments, poems with movements.
In the classroom, the basic pedagogical principles are observed - consistency, gradual complication and repetition of the material, the rhythmic structure of the word is worked out, and the clear pronunciation of sounds accessible by age, the vocabulary of children is enriched.
Logorhythmic classes are held once a week by the music director and educator. Good results can be achieved only with the joint work of teachers. The music director combines music, speech and movement, the teacher continues this work in speech classes and in the children's play activities. Such a complex form prevents speech disorders in children and contributes to the development of the personality as a whole.
Practice has shown that the regular inclusion of logorhythmic elements in a musical lesson contributes to the rapid development of speech and musicality, forms a positive emotional mood, and teaches communication with peers.
A necessary condition in the development of motor, auditory and speech skills is the repeated repetition of the studied material in order to create healthy dynamic stereotypes.
Logorhythmic games contribute to the creation of a benevolent, emotionally rich atmosphere of joint creativity of children and adults. The desire of each child to imitate an adult and actively participate in the process of the lesson is carried out thanks to the musical accompaniment of dramatization games, dances, and singing songs. The use of fairy-tale characters, attributes of role-playing games stimulates the activity of children in speech and other forms of activity.
Fingertips - there is a second brain. In life d eate l The human hand plays an important role throughout his life.
Touching something with a hand, a person immediately recognizes what kind of thing it is. The work of the fingers at to really infinitely diverse and important for every person. Fingers can be touched,
take, stroke,
clamp ... It is impossible to list all the verbs,
describing everything that can be done with our and my hands, fingers.
Systematic exercises for training finger movements, along with a stimulating effect on the development of speech, are a powerful means of increasing the efficiency of the brain. The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship and interdependence of speech and motor activity, in the presence of a speech defect in a child, special attention must be paid to training his fingers.
Thus, the role of a stimulus for the development of the central nervous system, all mental processes, and in particular speech, is played by the formation and improvement of fine motor skills of the hand and fingers. Exercises with younger preschoolers must be performed at a slow pace from 3 to 5 times, first with one hand, then with the other, and finally with both hands together. Instructions to the child should be calm, friendly and clear.
In music classes, finger games are most often held to music - like singing, songs, accompanied by illustrations, finger or shadow theater. A special place is occupied by "finger tales" - familiar to preschoolers - "Mitten", "Teremok", "Kolobok", etc. are adapted to be able to show them with hand movements and most often have a poetic form.
Regular inclusion of musical finger games and fairy tales in the course of the lesson:
Sometimes it takes a lot of effort to control our emotions, to restrain, to hide them from strangers. To teach your baby to restrain, control his emotions, let him feel this "control" and how it "works" in a playful way. These exercises for relaxation, stress relief, creation of a game situation may come in handy in difficult times.
Removal of emotional stress.
First of all, such classes are indicated for children with excessive fatigue, exhaustion, restlessness, quick-tempered, withdrawn, with neuroses, character disorders, mild mental retardation and other neuropsychiatric disorders that are on the border of health and illness.
It is equally important to use psycho-gymnastics in psycho-prophylactic work with practically healthy children for the purpose of psycho-physical relaxation.
Psycho-gymnastics, first of all, is aimed at teaching the elements of the technique of expressive movements, the use of expressive movements in the education of emotions and higher feelings, and the acquisition of skills in self-relaxation.
Children study various emotions and learn to manage them, master the ABC of expressing emotions. Psycho-gymnastics helps children overcome barriers in communication, better understand themselves and others, relieve mental stress, and provides an opportunity for self-expression.
Respiratory gymnastics corrects violations of speech breathing, helps to develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation.
Peripheral organs of hearing, respiration, voice, articulation are inextricably linked and interact with each other under control
central nervous system. Violation of the function of speech breathing is considered: lifting the chest up and retracting the abdomen on inspiration; too much breath; shortness of breath; shortening of exhalation; inability to make imperceptible addition of air; wrong posture. The essence of the developed methods for the restoration and development of this function is the conscious control of all phases of the act of breathing through the training of the respiratory muscles and the regulation of the respiratory center.
Performing breathing exercises helps to maintain,
improve the health of the child. It gives you the opportunity to recharge with vivacity and cheerfulness, to maintain high performance. Gymnastics is well remembered and after training it is performed easily and freely.
In addition, breathing exercises have a complex therapeutic effect on the human body:
Articulation gymnastics allows you to exercise
development of articulatory motor skills:
You can do gymnastics like an indie v individually, and with the whole group, v any time of the day (excluding 20 minutes before meals and 1 hour after meals). Room for zan i you i should be good pr oh windy a.
Musical-rhythmic movements are a synthetic type of activity, therefore, any program based on movements to music will develop both musical ear and motor abilities, as well as the mental processes that underlie them. However, while doing the same type of activity, you can pursue different goals, for example, focusing on the development of a sense of rhythm in children, or motor skills, artistry, etc., depending on which institution, under what conditions and why this work is being done.
The main direction of the elements of rhythmoplasty in music lessons is the psychological emancipation of the child through the development of his own body as an expressive ("musical") instrument.
Rhythmic movements and dances bring a lot of joy and delight to children. The age of the children does not matter. Toddlers especially love rhythmic movements to music, and besides, they still do not have a feeling of shyness, like older children.
Dancing, rhythmic movements - the physiological need of a child's developing organism. They mobilize physical forces, develop grace, coordination of movements, musicality, strengthen and develop muscles, improve breathing, actively influence blood circulation, and contribute to the production of many substances necessary for the child's body.
Rhythmic and smooth movements increase blood flow to the lungs - they are more fully saturated with oxygen. The heart works more rhythmically, actively supplying blood to all organs, delivering oxygen, nutrients and more fully taking away harmful metabolic products. The load on the abdominal muscles normalizes the work of the intestines and stomach. Movement strengthens sleep better than any sleeping pill.
Speed of reaction, coordination of movements, conscious mastery of dance, rhythmic movements are also important for the mental development of children. At music lessons, the child is engaged in rhythmoplasty in a team, and this contributes to the development of organization, discipline, responsibility, mutual assistance, attentive attitude towards others, and independence in children.
Music is very important in rhythmoplasty classes. Properly selected music is the success of the lesson. Music regulates movements and gives a clear idea of the relationship between time, space and movement, affects the emotions of children, creating a certain mood in them, and at the same time affects the expressiveness of children's movements.
Music selection requirements
When choosing music, it is necessary to strive to ensure that it meets the requirements of high artistry, educates the child's taste, enriches him with a variety of musical impressions and at the same time evokes a motor reaction, and is convenient for motor exercises.
In terms of accessibility, music for movement should be:
small in volume (from 1.5 minutes for the younger ones to 3-4 minutes for the older ones);
moderate in pace (moderately fast or moderately slow) for younger preschoolers and varied (fast, slow, with accelerations and decelerations) for older ones;
2 or 3-part (each part of the music is contrasting in sound), with a clear, clear phrasing for younger preschoolers and varied in form (variations, rondo, etc.) for older children;
the musical image, character, mood of a musical work should be understandable to children (for example, pictorial music - “rain”, “wind shakes leaves”, “bunny jumps”, etc. - for kids and more complex in artistic image, mood - in accordance with the music - for the elders).
It is desirable that the musical compositions be sufficient
diverse in genre (dance, lullabies, songs, march melodies) and in character (cheerful, perky, calm, sad, playful, solemn, graceful, etc.).
Requirements for the selection of movements
In rhythmic plasticity, movements must correspond to the music, and also be:
accessible motor abilities of children (in terms of coordination of movements, dexterity, accuracy, plasticity);
understandable in terms of the content of the game image (for example, for the younger ones - the world of toys, the surrounding nature, the characters of popular cartoons; for the older ones - the heroes of fairy tales, experiences of various states, etc.);
diverse, non-stereotypical, including various starting positions: standing, sitting, lying, on all fours, on knees, etc.
In addition to the above elements of health-saving technologies, speech games, game massage, music therapy, dance therapy, articulatory gymnastics, health-improving and phonopedic exercises (on the recommendation and under the supervision of a pediatrician), etc. can be used in music classes.
The organization of work is carried out in three directions:
1. Greeting. Psycho-gymnastic exercise to tune into a working mood.
2. Introductory walking. Musical-rhythmic movements, logo-rhythmic exercises.
3. Listening to music (active and passive). Physical education - finger or gesture game - 1 exercise.
4. Singing, songwriting: chants, articulatory gymnastics, breathing exercises, as a physical education minute - finger or gesture game-1 exercise.
5. Dancing, dance creativity with elements of rhythmoplasty.
6. Theatrical creativity with elements of logorhythmics, rhythmoplasty, psycho-gymnastics (facial expressions, pantomimics). Musical games, round dances.
7. Game on DMI. Creative music making.
8. Farewell. Psychogymnastic exercise for relaxation.
I conduct logorhythmic exercises in music classes mainly during musical-rhythmic movements and games-dramatizations. In the future, I use them in holidays and entertainment so that all children are involved in the performance.
Song with movements "Lullaby" (1st, 2nd junior groups)
I use it in drama games and as a final relaxation exercise.
Musical director. The baby is sleeping. The cat curled up in a ball and also dozed off. And we will rest.
Children lie down on the carpet, close their eyes and relax to the sound of a lullaby (cassette "Lullabies"). Then they sit down, stretch, get up and calmly leave the hall.
Poem with movements “Snowball is falling” (middle group).
I use it in musical and rhythmic movements and games - dramatizations, and, in the future, at holidays and entertainment (New Year, following the holiday) to involve all children in the course of action.
snow is falling, | Raise your hands up and |
white chill, | lower them slowly |
And snowflakes fly on the path. | making soft strokes with brushes - |
My dear friend | Pull one forward |
little friend, | hand, then the other. |
Put your hands up soon. | Rotate with hands. |
Let the snow fly | |
Let the snow fly | Rotate with hands. |
Spinning and fluttering in the air | turn the palms |
And how on the palms | |
Ours will fall | up and then down. |
That snow will melt right away. | They press their palms to each other on the last word. |
Exercise "How we take care of the garden" to coordinate speech with movements to the music (senior, preparatory group).
I use it in musical-rhythmic movements and games - dramatizations, and, later on, at holidays and entertainments (autumn holiday) to involve all children in the course of action.
(You can perform to the melody of the Russian folk song “Like ours at the gates.”)
Chorus. Our garden is fine
We dug up the beds in the spring.
(Imitate work with a shovel)
We weeded the garden.
(Bend over or sit down, reach the floor with your hands)
Watered the garden. (sway back and forth)
In small holes not densely We planted cabbage.
(Squat down, put your hands on your knees)
All summer she got fat,
It grew up and up.
(Slowly rise, hands on the belt, body turns to the right - to the left)
And now she is closely white,
Says: - Step aside!
(Feet shoulder-width apart, stomp your foot at the end of the phrase)
I use it as physical minutes while listening or singing (I try to make the theme of the work consonant with the exercise, for example, the exercise "Steamboat", "Captain" when learning the repertoire for Defender of the Fatherland Day, "Teremok" - for the New Year, etc.). We learn complex exercises in several stages, and then often return to them. In one lesson, we usually repeat some well-learned exercise and work on a new one.
1.2 junior group.
STEAMBOAT
The steamboat floats along the river and it puffs like a stove.
Both palms are placed on the edge, the little fingers are pressed, the thumbs are raised up.
middle group
CAPTAIN
I'm sailing on a white boat
On the waves with pearly foam.
I am a brave captain
I'm not afraid of a hurricane.
White seagulls are circling
They are not afraid of the wind either.
Only the bird's cry frightens
A flock of golden fish.
And, having traveled to wonderland,
Looking at the oceans
hero traveler,
I will return home to my mother
Point the ends of the fingers forward, press the hands with the palms to each other, slightly open. While pronouncing the rhyme, show how the boat sways on the waves, and then with smooth hand movements - the waves themselves. Then, according to the text of the verse, show a seagull, crossing your arms, connecting your palms with the back side and waving your fingers clenched together. With straightened palms with fingers pressed against each other, depict fish. With smooth movements of the palms, show how the fish swim in the water.
Senior, preparatory group.
Finger fairy tale "Teremok"
It stands in the field of the teremok, teremok. stopped at the door and knocks: Who , who lives in the teremochka? Well , and the mouse in response - silence. Frog: Who, who lives in the little house? Who , who lives low? Mouse: I, Mouse, live in the house, I chew raspberry pies. And who are you? Frog: I Lie down at the shka, I am a Frog, I have I can sing ditties! Stands in the field m ok, t eremok. Bunny: Who, who lives in the dungeon? Mouse: I, Mouse, chew pies, Frog: I Frog, I sing ditties. And who are you? Bunny: I'm a Gray Bunny - Play the flute! There is a teremok in the field, a teremok. She stopped at the door and knocked: Chanterelle: Who, who lives in a teremochka? Who, who lives low? Mouse: I, Mouse, chew pies, Frog : I, the Frog, sing ditties. Play the flute! And who are you? I am a beautiful fox, He is not low, not high, high. As in the field, the fields Bear is walking, at the door he stopped and roared: Bear: Who who lives in the teremochka? Who, who lives in the low? Animals Mishka scared | "Run" with the index and middle fingers of the right hand along the palm of the left hand - the gesture "Mouse", knock with the fist of the right hand on the palm of the left, pressed to the whack index finger, show with their hands the "roof of the tower", slap their hands on their knees - gesture "La g ear", knocking the fist of the right hand on the palm left , gesture "Mouse", "l eat l adochka m and pies", gesture "Frog", show hand m and "roofs near the tower", middle and point l y pa l right hand balls outstretched you are at the top, the rest compressed - gesture "Bunny», knocking cam right in oh hand on the palm of the left, gesture "Mouse", gesture "Bunny", imitate playing the flute, soft hand movements knocking with the fist of the right hand on the palm of the left, gesture "Mouse", gesture "Bunny", imitate playing the flute, soft hand movements loudly stomp their feet, knock fist on fist, knocking with the fist of the right hand left palm, squeeze fingers into the "lock" |
I perform rhythmoplasty exercises mainly during dances and dramatizations. In the future, I use them in holidays and entertainment so that all children are involved in the performance.
An example of a fragment of a musical lesson with the use of elements of rhythmoplasty.
« Weight l th travelers.
Music by M. Starokadomsky
Tasks: development of coordination of movement of arms and legs in the process of walking, speed of reaction, the ability to combine movements with music and words.
DESCRIPTION OF MOVEMENTS
I.P. - (initial position). Children stand next to each other.
1 figure
1 verse
Walking one after another with a brisk step.
Chorus:
I.P. - standing facing in a circle.
To the words "Tra-ta-ta" - three claps to the right of the head.
Repetition - three claps to the left.
To the words “We take a cat with us” - on 4 jumps, hands down.
To the words "chizhik" - tilt forward, arms back with a "tail",
"dog" - sit down slightly, arms in front of you, bent at the elbows, brushes downy,
"Petka-buffoon" - a step in place, at the same time swinging movements with arms bent at the elbows,
"monkey" - tilt to the right, arms bent at the elbows, palms forward,
"parrot" - tilt in the same position to the left,
"here" - hands forward.
"What company" - put your hands down.
Repetition of the last phrase - the same movements, at the end - a step in place.
2 figure
verse 2
Chorus:
walking with a stomping step, rotation with arms bent at the elbows (train)
On the repetition of music, change the direction of movement, hands "hold the steering wheel" - an imitation of driving a car.
Chorus: the movements are the same.
3 figure
verse 3
Chorus: jumps in a circle one after another (for children 3-3.5 years old instead of jumps - walking).
Starting with the words "The sun shone for us," children 4.5-5 years old, simultaneously with jumps, perform swing crossing movements of their arms above their heads ("breeze"). These movements can be performed in all directions and stop facing the audience (teacher) by the chorus.
Chorus: the movements are the same.
On the last chord - jump in place, hands up.
I use psycho-gymnastic exercises in my classes at the beginning of the lesson - to help the guys tune in to the working mood (depending on their mood); at the end of the lesson - for relaxation, so that the children calm down before leaving for the group; in the process of games - dramatizations - to help children enter into one or another image.
"Air balloons"
Purpose: Relieve stress, calm children.
All players stand or sit in a circle. The host gives instructions: “Imagine that now we will inflate balloons. Inhale the air, bring an imaginary balloon to your lips and, puffing out your cheeks, slowly inflate it through parted lips. Follow with your eyes how your ball is getting bigger and bigger, how the patterns on it increase, grow. Represented? I also introduced your huge balls. Blow carefully so that the balloon does not burst. Now show them to each other."
"Ship and Wind"
Goal: Set up the group for a working mood, especially if the children are tired.
All players stand or sit in a circle. The facilitator gives instructions:
“Imagine that our sailboat is sailing on the waves, but suddenly it stops. Let's help him and invite the wind to help. Inhale the air into yourself, draw in your cheeks strongly ... And now exhale the air noisily through your mouth, and let the wind that breaks free drives the boat. Let's try again. I want to hear how the wind blows!”
The exercise can be repeated 3 times.
"Blind Dance"
Purpose: Development of trust in each other, removal of excessive muscle tension.
The facilitator gives instructions: “Pair up. One of you gets a blindfold, he will be "blind". The other will remain "sighted" and will be able to drive the "blind". Now hold hands and dance with each other to light music (1-2 minutes). Now switch roles."
First, you can put the children in pairs and ask them to hold hands. The one who sees moves his hands to the music, and a blindfolded child tries to repeat these movements without releasing his hands, 1-2 minutes. Then the children switch roles. If an anxious child refuses to close his eyes, reassure him and do not insist. Let her dance with her eyes open.
"Caterpillar"
On coordination of movements, group work.
Target: The game teaches trust.
The success of everyone's promotion depends on the ability of everyone to coordinate their efforts with the actions of other participants. The host gives instructions: “Guys, now we will be one big caterpillar and we will all move around this room together. Line up in a chain, put your hands on the shoulders of the person in front. Hold a balloon or ball between the stomach of one player and the back of another. It is strictly forbidden to touch the balloon (ball) with your hands! The first participant in the chain holds his ball on outstretched arms. Thus, in a single chain, but without the help of hands, you must go along a certain route.
"Change of Rhythms"
Purpose: To help anxious children join the general rhythm of work, relieve excessive muscle tension.
If the teacher wants to attract the attention of the children, he begins to clap his hands and loudly, in time with the clapping, count: one, two, three, four ... The children join in and, too, clapping their hands together, count in unison: one, two, three , four ... Gradually, the teacher, and after him the children, claps less and less, counts quieter and slower.
I use it as a 1-2 minute warm-up before and during singing.
Breathing exercise "In the Forest"
Musical director: “How easy it is to breathe in the forest, the air is clean and fresh. Let's get some fresh air." On the count - 1, 2 - inhale through the nose 3, 4 - exhale through the mouth.
Breathing exercise "Turntables".
Props: toys - turntables (strip of paper, ribbon).
Short inhalation through the nose and long exhalation on the toy.
Interaction and educational work with parents is carried out through consultations, meetings on the topics of the health of the child in the family, the preparation of visual material with tips and recommendations for working with the child outside the preschool educational institution on information stands, holding master classes with parents on the use of health-saving technologies.
Joint work with teachers of the preschool educational institution includes consultations, joint planning of independent musical activities for children, preparation of visual material with tips and recommendations for teaching children on information stands, conducting master classes for teachers on the use of health-saving technologies.
Comparative diagnostics for
2008-2009, 2009-2010, 2010-2011 academic year
(data at the end of the year.)
Level | 2008-2009 | 2009-2010 | 2010-2011 |
High | 3,16% | 17,71% | 23,23% |
Average | 71,58% | 70,83% | 65,66% |
Short | 25,26% | 11,46% | 11,11% |
The positive dynamics of the results of diagnostics of children's musical abilities allows us to draw conclusions about the beneficial effect of health-saving technologies on the process of musical education.
Analysis of the lesson from the perspective of health saving September 2011
Parameters | Analysis results |
| Conforms to SanPin standards |
| Age appropriate. |
| The number of activities for the music. classes: 3-5 activities (listening, singing, musical rhythmic movements, playing on DMI, children's creativity - song and dance, dramatization games). The average duration of each type of activity complies with the norms. Static and dynamic activities alternate. |
| TCO is mainly used for listening to music. The total duration of use in the classroom does not exceed 25% Comply with regulations. |
| In the process of listening and singing, physical education sessions are held using finger gymnastics. As a warm-up during singing, breathing and articulatory gymnastics are performed. |
| Regularly held. |
| In general, classes are held in a relaxed atmosphere. |
| Psycho-gymnastic exercises are held at the beginning and end of the lesson. |
After analyzing the lessons, I set myself a new task:
Evgenia Zakharova
Health-saving technologies in the work of the musical director of the preschool educational institution
Introduction.
The primary task of our state is education healthy lifestyle in children and adolescents. In most educational institutions in Russia, upbringing and education related to protection and development are put forward as a priority. child health.
In connection with the new standards, the optimization of the preservation and strengthening of the psychophysical child health requiring implementation health-saving technologies in all educational areas, including the artistic and aesthetic educational area.
(slide 1)
Care for health is one of the most important tasks of every person. Topic health relevant for all times and peoples, and in the 21st century it becomes paramount. But even more relevant is the question of the state children's health. (slide 2)
Term « health-saving educational technologies» can be considered as a qualitative characteristic of any educational technologies, is a set of those principles, techniques, methods of pedagogical work, which, complementing the traditional technologies education and upbringing, endow them with a sign health saving. TO health-saving technologies pedagogical techniques, methods, technologies, the use of which is beneficial child health and that do not cause direct or indirect harm.
The teachers of our kindergarten, including us - music directors, we are trying to comprehensively solve the problems of the physical, intellectual, emotional and personal development of the child, actively introducing into this process the most effective health saving technologies. Building OD « Musical activities» , we focus on the special development of the ability of a natural, joyful existence in the process musical activity: removal of internal clamps, setting the breath, motor emancipation of the child. As a result of such pedagogical methods work with children, their interested, benevolent attitude towards each other, their openness and readiness to perceive everything new becomes.
Main form musical activities in our preschool educational institution - musical activity, during which a systematic, purposeful and comprehensive education and formation of musical and creativity of every child. The system is intended to be used on each music lesson of the following health-saving technologies(slide 3)
Speech with movement;
Finger gymnastics and game massage;
Psycho-gymnastics;
Breathing exercises;
Articulation gymnastics;
wellness and phonopedic exercises;
Valeological songs-chants;
Rhythmoplasty and logorhythmics
Fairy tale therapy and music therapy.
Speech and movement or speech games. (slide 4)
musical Hearing develops in close connection with speech hearing. We use speech games by T. Borovik and T. Tyutyunnikova, children sing or recite rhythmically in chorus, solo or duet. The basis is children's folklore. Speech with movement:
Stimulates the development of speech
Develops spatial thinking
Develops attention, imagination
Cultivates quick reaction and emotional expressiveness.
Finger games. (slide 6)
important place in musical classes are occupied with finger games and fairy tales, which are performed as songs or pronounced under music.
Games develop the child's speech,
driving qualities,
Improve attention and memory
Increase the coordination abilities of the fingers (preparation for drawing, writing,
Connect finger plasticity with expressive melodic and speech intonation,
Form figurative-associative thinking.
Psychogymnastics. (slide 8)
Psycho-gymnastics is directed on the:
Relieve psychological tension, reduce muscle fatigue;
Reduce aggression, help overcome fear, shyness, develop self-confidence;
Develop communication skills;
Improve tactile memory;
Increase group cohesion;
To develop the ability to coordinate interaction;
Form verbal and non-verbal means of communication;
To form positive personal qualities in the child's behavior (sociability, the ability to calculate one's strength, the education of self-control, courage, determination, initiative, perseverance, modesty, self-criticism, responsiveness, camaraderie, etc.);
To form positive emotions, friendliness, the ability to communicate with peers, work in a team;
To increase the level of arbitrariness of children's actions, motor creativity;
To form the ability to subordinate their desires to general requirements and rules when performing various tasks.
Breathing exercises (slide 10)
It has a positive effect on metabolic processes that play an important role in blood supply, including lung tissue;
Contribute to the restoration of the central nervous system;
Improves the drainage function of the bronchi;
Restores disturbed nasal breathing;
corrects various deformities of the chest and spine that have developed in the course of diseases. Peripheral organs of hearing, respiration, voice, articulation are inextricably linked and interact with each other and are under the control of the central nervous system. Violation of the function of speech breathing counts: lifting the chest up and retracting the abdomen while inhaling; too much breath; shortness of breath; shortening of exhalation; inability to make imperceptible addition of air; wrong posture. essence developed methods for the restoration and development of this function - in the conscious control of all phases of the act of breathing through the training of the respiratory muscles and adjustment work of the respiratory center.
Breathing exercises help oxygenate every cell in the body. The ability to control breathing contributes to the ability to control oneself.
Proper breathing stimulates work of the heart, brain and nervous system, relieves a person of many diseases. Slow exhalation helps to relax, calm down, cope with excitement and irritability.
As a result of the respiratory gymnastics at each lesson, the indicators of the respiratory system diagnostics and the development of the singing abilities of children increase. We use the breathing exercises of Alexandra Nikolaevna Strelnikova.
Articulation gymnastics. (slide 13)
Articulatory gymnastics is a set of exercises, some of which help to improve the mobility of the organs of articulation, others - to increase the volume and strength of movements, others develop the accuracy of the posture of the lips, tongue, necessary for pronouncing a particular sound.
Reasons why you need to practice articulation gymnastics:
1. Thanks to timely classes in articulation gymnastics and exercises to develop speech hearing, some children themselves can learn to speak clearly and correctly, without the help of a specialist.
2. Children with complex speech disorders will be able to overcome their speech defects faster when they begin to work with them speech therapist: Their muscles will already be prepared.
3. Articulation gymnastics is also very useful for children with correct, but sluggish sound pronunciation, about whom they say that they have "porridge in the mouth".
It must be remembered that a clear pronunciation of sounds is the basis for learning to sing and write at the initial stage.
Phonopedic exercises and games (slide 14)
They are carried out to strengthen the fragile vocal cords of children, prepare them for singing, and prevent diseases of the upper respiratory tract. Developments B. Emelyanov, M. Kartushina contribute to the development of nasal, diaphragmatic, abdominal breathing, stimulation of the laryngo-pharyngeal apparatus and brain activity.
V health-improving throat exercises, intonation-phonetic (correct pronunciation of sounds and activate phonation exhalation) and voice signals of pre-verbal communication, games with sound.
Valeological songs - chants. (slide 16)
I start almost everything with them. music lessons. Simple, kind texts and major character music cheer up, set a positive tone for the perception of the surrounding world, improve the emotional climate in the classroom, prepare the voice for singing.
Valeological songs-chants children quickly learn, quickly remember and show more interest in a short song. Available for perception, they play a big role in the prevention of upper respiratory tract diseases, strengthen the fragile vocal cords of children and prepare them for singing.
Fairy tale therapy. (slide 17)
Fairy tale therapy is the treatment of preschool children with fairy tales.
Probably, there is no such child who does not like fairy tales. From time immemorial, people have used the psychotherapeutic effect of fairy tales to convey knowledge about life. The meaning of the fairy tale, its plot, morality and characters of the characters carry a valuable moral value, influencing the consciousness of the kids. Without a fairy tale, a child does not have a dream, there is no that magical land where wishes come true.
This method allows solving a number of problems that arise in children of preschool, primary school and other ages.
Develops the child's intellectual and imaginative thinking;
Reveals the soul of the child, helps to establish contact;
Develops the child's imagination and liberates him;
Helps to correct the child's behavior (remove aggression, guilt, lies, etc.);
In addition, the process of fairy tale therapy allows the child to actualize and realize his problems, as well as to see different ways to solve them.
Perceiving a fairy tale, the child, on the one hand, compares himself with a fairy-tale hero, and this allows him to feel and understand that not only he has such problems and experiences. On the other hand, through unobtrusive fairy-tale images, the child is offered ways out of various difficult situations, ways to resolve conflicts that have arisen, positive support for his abilities and self-confidence. In this case, the child identifies himself with a positive hero. This happens not because the preschooler is so well versed in human relationships, but because the position of the hero is more attractive compared to other characters. This allows the child to learn the correct moral standards and values, to distinguish between good and evil.
Rhythmoplasty (according to A. I. Burenina) (slide 18)
The main focus is the psychological emancipation of the child through the development of his own body as expressive ( « musical» ) tool. Musically-rhythmic movements develop ear for music, and motor abilities, as well as those mental processes that underlie them. Promotes:
Improve communication skills.
Develop endurance, strength;
Form the correct posture;
Increased jumping ability and mobility of the joints;
Improves coordination of movements.
Develop musically rhythmic ability, sense of rhythm, ear for music, memory, attention, ability to coordinate movement with music.
short-term musically- rhythmic movements music, cause excitation of other parts of the brain, increase blood circulation and create favorable conditions for rest for previously excited parts.
Liberates the child psychologically;
Helps to enrich the emotional sphere of preschool children;
And finally, in rhythmoplasty, how health-saving technology, include special relaxation classes. This is necessary to ensure the rest of the child's body in a short time.
Music therapy and relaxation. (slide 19)
Listening to the right music increases the immunity of children, relieves tension and irritability, headache and muscle pain, restores calm breathing. Music therapy conducted by preschool teachers throughout the day - children are met, put to bed, raised after a daytime sleep
under the relevant music, use it as a background for classes, free activities.
Music, which sounds in the classroom, is specially selected, arranged for children, the instruments are also selected, soft-sounding, beneficial, with quiet dynamics. Relaxation involves all the senses in children;
Music therapy will have a beneficial effect on the general emotional state of children, increase the emotional status of children, if will:
1. Favorable conditions have been created for classes with children music therapy;
2. Thought out methodological tricks: special musical exercises, games, tasks;
3. Installed integration musical impact with other activities.
We have selected special musical works and recommendations for use music therapy in the daily life of the kindergarten.
Morning reception in kindergarten Mozart's music. Being an exception to
exceptions music Mozart has a releasing, healing, healing effect. This music encourages close contact between an adult and a child, creates an atmosphere of comfort, warmth, love and ensures psychological well-being.
Options music for the morning reception may be the following works:
1. "Morning" (music by Grieg from the suite"Peer Gynt").
2. "Scherzo" (modern pop orchestra)
3. Musical compositions(Paul Mauriat Orchestra)
4. Processing for Russian folk orchestra ( "Lady", "Kamarinskaya", "Kalinka")
5. Saint-Saens "Animal Carnival" (Symphony Orchestra)
Musically-therapeutic session (lesson health, five minutes health, wellness break).
Each musically- Therapeutic session consists of 3 phases:
1. Establishing contact.
2. Relieve stress.
3. Relaxation and charge with positive emotions.
Accordingly, each of these stages includes characteristic musical works, games, studies and exercises. Musical works must be chosen in such a way that music contacted the child, corresponded to his emotional state ( "isoprinciple"- a similar emotion is treated with a similar one music). That is, if we are dealing with excited children, then the emphasis should be on the exciting music.
First musical the work creates a certain atmosphere, establishes contacts between adults and children, prepares for further listening. As a rule, this is a calm work that has
relaxing action. For instance, "Ave Maria", Bach-Gounod, "Blue Danube", Strauss Jr.
The second work is tense and dynamic in nature, which shows the general mood of children, bears the main burden, stimulates intense emotions, and provides emotional relief. In particular, "Summer. Presto" from the cycle "Seasons" Vivaldi, "Little Night Serenade" Mozart, which contribute to the removal of aggressive impulses and physical aggression.
The third work relieves stress, creates an atmosphere of peace. It is usually calm, relaxing, or energetic, life-affirming, giving a charge of vivacity, energy and optimism. For instance, "Minuet" baccherini, "Ode to Joy" Beethoven "Spanish Capriccio" Rimsky-Korsakov. I select specific works for my program based on the matrix of coding emotional states through music, developed by. AND. Petrushin:
Daytime sleep passes under a quiet, calm music. It is known that sleep
is considered as a manifestation of the complexly organized activity of a number of brain structures. Hence its most important role in providing neuropsychic children's health. Music provides during sleep healing therapeutic impact. Daytime sleep may be accompanied by the following musical works:
1. Piano solo (Kleiderman and Symphony Orchestra).
2. P. I. Tchaikovsky "Seasons".
3. Beethoven, Sonata No. 14 "Lunar".
4. Bach-Gounod "Ave Maria".
5. Lullaby melody "For the dream to come"(series "Good music for children» ).
Music for the evening time contributes to the removal
accumulated fatigue, stressful situations during the day. It calms, relaxes, normalizes blood pressure and work nervous system of the child's body. For this you can use the following melodies:
1. "Classic melodies for children and their parents"(a series "Good music for children» ).
2. Mendelssohn "Concerto for Violin and Orchestra".
3. Music for health("Lungs").
4. Bach "Organ Works".
5. A. Vivaldi "Seasons".
results musical and recreational work(slide 20)
Increasing the level of development musical and creative abilities of children;
The stability of the emotional well-being of each child;
Increasing the level of speech development;
Decreased morbidity;
Physical and mental stability performance in all seasons of the year, regardless of the weather.
Bibliography
1. System musical and recreational work in kindergarten: classes, games, exercises / ed. - comp. O. N. Arsenevskaya. - Volgograd: Teacher, 2011.
2. Health saving preschool educational space institutions: designing, trainings, classes / comp. N. I. Krylova. - Volgograd: Teacher, 2009.
3. Health-saving technologies in preschool educational institution aut. E. V. Mikheeva.
5. Health modern preschoolers. ed. M. A. Rudnova
6. Strelnikovskaya breathing exercises for children. M. N. Shchetinin - Iris-press, 2007.
7. Vetlugina N. A. "Method musical education» . (M. "Education" 1976)
8. Kostina E. P. Program "Fork" (Nizhny Novgorod, 2001)
9. D. Campbell "Mozart effect". (M. 1999)
10. Petrushin V.I. « Musical psychotherapy» . (M. 1999)
11. Sirotyuk A. L. "Correction of learning and development of schoolchildren" (creative center. M. 2001)
Popova Anna Sergeevna,
music director
MADOU Kindergarten No. 88, Tyumen
INTRODUCTION
A sickly, lagging behind in physical development child gets tired faster, he has unstable attention, poor memory, and low working capacity. Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the health and cheerfulness of children. It is especially effective to carry out health-improving work using such a powerful tool in solving educational, educational and correctional tasks as music. Moreover, it is music from all kinds of art that is the most powerful means of influencing a person.
The musical development of the child in the aspect of health saving has long been beyond doubt with its effectiveness. Music has been used by healers since ancient times for the treatment and healing of patients. And now its therapeutic effect is scientifically proven. Scientists have even created a whole trend in official medicine - music therapy. For example, in St. Petersburg, a center is successfully operating, in which physicians-composers compose their “personal” music for each sick child, curing even cerebral palsy and mental retardation. Most people use music simply intuitively to cheer up, work hard, and improve well-being. And no vacation is complete without music. Scientists have found that the child's body harmonizes the sound "la" of the first octave. That by changing the rhythmic pattern of a melody, one can even change the composition of the blood, not to mention blood pressure. Investigating the influence of music on the human body, scientists have found out which musical masterpieces cure certain diseases. For example, violin and piano music is good for the treatment of nervous diseases, the harp is indispensable in cardiology, the cello helps people with diseased kidneys, the oboe and clarinet will come to the aid of the liver, the flute will help to relax and easily cope with insomnia.
Mozart's music is considered multidisciplinary: it is prescribed for fatigue, headaches, depression, and even for colds. This phenomenon, which has not yet been fully explained, was called the “Mozart effect”.
The music of romantic composers (Chopin, Schubert, Liszt, Tchaikovsky) relieves stress well. Helps concentration. Spiritual and religious music relieves pain very well. Jazz, blues, reggae cheer up, relieve depressive states. Beethoven's Sonata No. 7 cures gastritis. Headache relieves "Polonaise" Oginsky. Grieg's Peer Gynt suite normalizes sleep and brain function. Again, Mozart's music contributes to the development of mental abilities in children. Mendelssohn's "Wedding March" normalizes blood pressure and cardiac activity. Even rock music in small quantities can relieve nervous tension and muscle fatigue.
Based on these conclusions, I build my work with children using modern health-saving technologies. Therefore, with preschoolers it is necessary to carry out this work in a playful way. That is, the usual types of musical activity can be diversified with health benefits.
PURPOSE
The purpose of introducing health-saving technologies is to preserve and strengthen the mental and physical health of children.
TASKS
1. Systematize the conduct of physical education sessions in class (during sedentary activities - singing, listening to music),
2. At the beginning and end of the lesson, introduce elements that allow you to set the children in the right way (cheer up, calm down),
3. Introduce elements of health protection during dances and games and dramatizations.
The elements of health saving include the following types of activities:
Software and methodological support
Basic program
"From birth to school" N.E. Veraksa, T.S. Komarova, M.A. Vasiliev
Partial programs
"Rhythmic Mosaic" by A.I. Burenina
additional literature
Burenina A.I. Rhythmic mosaic: (Rhythmic plasticity program for children of preschool and primary school age).
Galtsova E.A. "Funny stories about everything".
O.N.Arsenevskaya. The system of musical and recreational work in kindergarten: classes, games, exercises.
Alyabyeva E.A. Logarithmic exercises without musical accompaniment:
Toolkit.
Alyabyeva E.A. Psycho-gymnastics in kindergarten: Methodological materials to help psychologists and teachers.
Kartushina M.Yu. Logorhythm for kids: Scenarios for classes with children 3-4 years old. (Development program.)
V. A. Knysh, I. I. Komar, E. B. Loban, Yu. V. Dudak Logorhythmic minutes: thematic lessons for preschoolers.
Sirotyuk A.L. Correction of the development of intelligence of preschoolers
Belaya A.E., Miryasova V.I. Finger games.
Analysis of health-saving technologies
LOGORITHMICS
Logorhythmic exercises are aimed at correcting general and small movements, developing speech-movement coordination, expanding children's vocabulary, improving psychophysical functions, developing emotionality, and communication skills.
Psychologists and speech therapists believe that in early childhood the rate of speech development is much higher than in later years. If by the end of the first year of life the child's dictionary includes 8-10 words, then at three years - up to 1 thousand words. Teachers and parents should help children master their native language, accumulate a significant vocabulary, and teach them to pronounce all sounds.
In the third year of a child's life, speech becomes the dominant line of development. The dictionary is quickly replenished, the ability to build sentences improves qualitatively, the sound side of speech improves. The child learns to compare, build deductions of a visual-effective nature. Speech serves as a means of communication and self-regulation of behavior. It becomes more meaningful and expressive. The child can pronounce words with different intonation and loudness, change the pace of speech. He is able to understand the meaning of qualitative adjectives denoting shape, color, size, taste.
I assign a special place in the work on the speech of children to musical games, singing and movement to music. This is due to the fact that music affects primarily the emotional sphere of the child. On positive reactions, children learn the material better and faster, quietly learn to speak correctly.
Logorhythmic classes are based on the close relationship of words, movement and music and include finger, speech, musical-motor and communicative games, exercises for the development of large and fine motor skills, dancing to the rhythmic recitation or singing of an adult, rhythmic games with musical instruments, poems with movements. In this regard, I have to conduct integrated classes with a speech therapist and a psychologist.
In the classroom, the basic pedagogical principles are observed - consistency, gradual complication and repetition of the material, the rhythmic structure of the word is worked out, and the clear pronunciation of sounds accessible by age, the vocabulary of children is enriched.
Logorhythmic classes are held once a week by the music director and speech therapist. Good results can be achieved only with the joint work of teachers. The music director combines music, speech and movement, the speech therapist continues this work in speech classes and in the children's play activities. Such a complex form prevents speech disorders in children and contributes to the development of the personality as a whole.
Practice has shown that the regular inclusion of logorhythmic elements in a musical lesson contributes to the rapid development of speech and musicality, forms a positive emotional mood, and teaches communication with peers.
A necessary condition in the development of motor, auditory and speech skills is the repeated repetition of the studied material in order to create healthy dynamic stereotypes.
Logorhythmic games contribute to the creation of a benevolent, emotionally rich atmosphere of joint creativity of children and adults. The desire of each child to imitate an adult and actively participate in the process of the lesson is carried out thanks to the musical accompaniment of dramatization games, dances, and singing songs. The use of fairy tale characters, attributes of role-playing games stimulates the activity of children in speech and other forms of activity.
FINGER GYMNASTICS
Fingertips - there is a second brain. In the life of a person, the hand plays an important role throughout his life.
Touching something with a hand, a person immediately recognizes what kind of thing it is. The work of the fingers is indeed infinitely diverse and important for every person. You can touch, take, stroke, pinch with your fingers... It is impossible to list all the verbs that describe everything that can be done with our hands, fingers.
In my classes, I include exercises to train finger movements, along with a stimulating effect on the development of speech, which are a powerful tool for increasing the efficiency of the brain. The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech.
Thus, the role of a stimulus for the development of the central nervous system, all mental processes, and in particular speech, is played by the formation and improvement of fine motor skills of the hand and fingers. Exercises with younger preschoolers must be performed at a slow pace from 3 to 5 times, first with one hand, then with the other, and finally with both hands together. Instructions to the child should be calm, friendly and clear.
In music classes, finger games are most often held to music - like singing, songs, accompanied by illustrations, finger or shadow theater. A special place is occupied by "finger tales" - familiar to preschoolers - "Mitten", "Teremok", "Kolobok", etc. are adapted to be able to show them with hand movements and most often have a poetic form.
PSYCHO-GYMNASTICS
Sometimes it takes a lot of effort for children to control their emotions, to restrain, to hide them from strangers. To teach a child to restrain, control his emotions, let him feel this "control" and how it "works" in a playful way. These exercises for relaxation, stress relief, creation of a game situation may come in handy in difficult times.
To do this, I use relaxation:
Removal of emotional stress.
Exercise children in the ability to depict expressively and emotionally separate emotions, movements.
Correction of mood and individual character traits.
Self-relaxation training.
First of all, such classes are indicated for children with excessive fatigue, exhaustion, restlessness, quick-tempered, withdrawn, with neuroses, character disorders, mild mental retardation and other neuropsychiatric disorders that are on the border of health and illness.
It is equally important to use psycho-gymnastics in psycho-prophylactic work with practically healthy children for the purpose of psycho-physical relaxation.
Psycho-gymnastics, first of all, is aimed at teaching the elements of the technique of expressive movements, the use of expressive movements in the education of emotions and higher feelings, and the acquisition of skills in self-relaxation.
Children study various emotions and learn to manage them, master the ABC of expressing emotions. Psycho-gymnastics helps children overcome barriers in communication, better understand themselves and others, relieve mental stress, and provides an opportunity for self-expression.
BREATHING AND ARTICULATION GYMNASTICS
Respiratory gymnastics corrects violations of speech breathing, helps to develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation.
central nervous system. Violation of the function of speech breathing is considered: lifting the chest up and retracting the abdomen on inspiration; too much breath; shortness of breath; shortening of exhalation; inability to make imperceptible addition of air; wrong posture. The essence of the developed methods for the restoration and development of this function is the conscious control of all phases of the act of breathing through the training of the respiratory muscles and the regulation of the respiratory center.
Performing breathing exercises helps to maintain,
improve the health of the child. It gives you the opportunity to recharge with vivacity and cheerfulness, to maintain high performance. Gymnastics is well remembered and after training it is performed easily and freely.
In addition, breathing exercises have a complex therapeutic effect on the human body:
It has a positive effect on metabolic processes that play an important role in blood supply, including lung tissue;
Promotes the restoration of nervous regulation disturbed during the course of the disease from the side of the central nervous system;
Improves the drainage function of the bronchi;
Restores disturbed nasal breathing;
Corrects various deformities of the chest and spine that have developed in the course of diseases.
Articulation gymnastics allows you to exercise
development of articulatory motor skills:
Teaching children the simplest articulatory movements to imitate an adult;
development of control over the position of the mouth.
Gymnastics can be practiced both individually and with the whole group, at any time of the day (excluding 20 minutes before meals and 1 hour after meals). The study room should be well ventilated.
RHYTHMOPLASTY
Musical-rhythmic movements are a synthetic type of activity, therefore, any program based on movements to music will develop both musical ear and motor abilities, as well as the mental processes that underlie them. However, while doing the same type of activity, you can pursue different goals, for example, focusing on the development of a sense of rhythm in children, or motor skills, artistry, etc., depending on which institution, under what conditions and why this work is being done.
The main direction of the elements of rhythmoplasty in music lessons is the psychological emancipation of the child through the development of his own body as an expressive ("musical") instrument. That's why I practice
Rhythmic movements and dances bring a lot of joy and delight to children. The age of the children does not matter. Toddlers especially love rhythmic movements to music, and besides, they still do not have a feeling of shyness, like older children.
Dancing, rhythmic movements - the physiological need of a child's developing organism. They mobilize physical forces, develop grace, coordination of movements, musicality, strengthen and develop muscles, improve breathing, actively influence blood circulation, and contribute to the production of many substances necessary for the child's body.
Rhythmic and smooth movements increase blood flow to the lungs - they are more fully saturated with oxygen. The heart works more rhythmically, actively supplying blood to all organs, delivering oxygen, nutrients and more fully taking away harmful metabolic products. The load on the abdominal muscles normalizes the work of the intestines and stomach. Movement strengthens sleep better than any sleeping pill.
Speed of reaction, coordination of movements, conscious mastery of dance, rhythmic movements are also important for the mental development of children. At music lessons, the child is engaged in rhythmoplasty in a team, and this contributes to the development of organization, discipline, responsibility, mutual assistance, attentive attitude towards others, and independence in children.
Music is very important in rhythmoplasty classes. Properly selected music is the success of the lesson. Music regulates movements and gives a clear idea of the relationship between time, space and movement, affects the emotions of children, creating a certain mood in them, and at the same time affects the expressiveness of children's movements.
Music requirements:
When choosing music, it is necessary to strive to ensure that it meets the requirements of high artistry, educates the child's taste, enriches him with a variety of musical impressions and at the same time evokes a motor reaction, and is convenient for motor exercises.
From the point of view of accessibility, music for movement should be: small in volume (from 1.5 minutes for the younger ones to 3-4 minutes for the older ones); moderate in pace (moderately fast or moderately slow) for younger preschoolers and varied (fast, slow, with accelerations and decelerations) for older ones; 2- or 3-part (each part of the music is contrasting in sound), with a clear, clear phrasing for younger preschoolers and varied in form (variations, rondo, etc.) for older children. The musical image, character, mood of a piece of music should be understandable to children (for example, pictorial music - "rain is wild", "wind shakes leaves", "bunny jumps", etc. - for kids and more complex in artistic image, mood - in accordance with the music - for the elders).
It is desirable that the pieces of music should be sufficiently diverse in genre (dance, lullabies, songs, march melodies) and in character (cheerful, perky, calm, sad, playful, solemn, graceful, etc.).
Requirements for the selection of movements
In rhythmic plasticity, movements must correspond to music, and also be: accessible to the motor abilities of children (in terms of coordination of movements, dexterity, accuracy, plasticity); understandable in terms of the content of the game image (for example, for the younger ones - the world of toys, the surrounding nature, the characters of popular cartoons; for the older ones - the heroes of fairy tales, experiences of various states, etc.); diverse, non-stereotypical, including various starting positions: standing, sitting, lying, on all fours, on knees, etc.
In addition to the above elements of health-saving technologies, speech games, game massage, music therapy, dance therapy, articulatory gymnastics, health and phonopedic exercises (on the recommendation and under the supervision of a pediatrician), etc.
INTRODUCING HEALTH-SAVING TECHNOLOGIES INTO PRACTICE
The main points of the introduction of health-saving technologies
To introduce the main points of health-saving technologies, it is necessary to solve the following tasks:
To solve the first task - to systematize the conduct of physical education sessions in class (during sedentary activities - singing, listening to music), - I use finger, articulation and breathing exercises to help warm up before singing .. Articulation and breathing exercises Finger and gesture games are interesting, entertaining , do not require a lot of time (1.5-2 minutes), are easy to remember, are performed according to an adult's display. They allow children to relax during sedentary activities - singing, listening to music, and at the same time do not allow children to divert their attention from listening, learning, etc.
To solve the second problem posed as a result of the analysis of the lesson, I introduce elements of psycho-gymnastics at the beginning and end of the lesson, allowing you to set the children in the right way (cheer up, calm down),
To solve the third task, set as a result of the analysis of the lesson, during dances and games-dramatizations I use elements of logarithmics, psycho-gymnastics, rhythmoplasty.
The organization of work is carried out in three directions:
Group and individual work with children .
Interaction and educational work with parents.
Joint work of teachers of preschool educational institutions.
Work with children
The algorithm for conducting a music lesson using health-saving technologies. (Types of activities vary depending on the lesson plan and the mood of the children).
1. Greeting. Psycho-gymnastic exercise to tune into a working mood.
2. Introductory walking. Musical-rhythmic movements, logo-rhythmic exercises.
3. Listening to music (active and passive). Physical education - finger or gesture game - 1 exercise.
4. Singing, songwriting: chants, articulatory gymnastics, breathing exercises, as a physical education minute - finger or gesture game-1 exercise.
5. Dancing, dance creativity with elements of rhythmoplasty.
6. Theatrical creativity with elements of logorhythmics, rhythmoplasty, psycho-gymnastics (facial expressions, pantomimics). Musical games, round dances.
7. Game on DMI. Creative music making.
8. Farewell. Psychogymnastic exercise for relaxation.
The use of logorhythmics in music lessons. Examples of logorhythmic elements in music lessons.
I conduct logorhythmic exercises in music classes mainly during musical-rhythmic movements and games-dramatizations. In the future, I use them in holidays and entertainment so that all children are involved in the performance.
Song with movements "Lullaby" (1st, 2nd junior groups)
I use it in drama games and as a final relaxation exercise.
Oh, lyuli-lyushenki,
They put hand on hand
Bainki-bayushenki...
and shake them.
Sleep sweetly at night
Yes, grow by the hour.
They raise their hands up.
Musical director. The baby is sleeping. The cat curled up in a ball and also dozed off. And we will rest.
Children lie down on the carpet, close their eyes and relax to the sound of a lullaby (cassette "Lullabies"). Then they sit down, stretch, get up and calmly leave the hall.
Poem with movements “Snowball is falling” (middle group).
I use it in musical and rhythmic movements and games - dramatizations, and, in the future, at holidays and entertainment (New Year, following the holiday) to involve all children in the course of action.
snow is falling,
Raise your hands up
white chill,
lower them slowly
And snowflakes fly on the path.
making soft strokes with brushes -
My dear friend
Pull one forward
little friend,
hand, then the other.
Put your hands up soon.
Rotate with hands.
Let the snow fly
Let the snow fly
Rotate with hands.
Spinning and fluttering in the air
turn the palms
And how on the palms
Ours will fall
up and then down.
That snow will melt right away.
They press their palms to each other on the last word.
Exercise "How we take care of the garden" to coordinate speech with movements to the music (senior, preparatory group).
I use it in musical-rhythmic movements and games - dramatizations, and, later on, at holidays and entertainments (autumn holiday) to involve all children in the course of action.
(You can perform to the melody of the Russian folk song “Like ours at the gates.”)
Chorus. Our garden is fine
We dug up the beds in the spring.
(Imitate work with a shovel)
We weeded the garden.
Bend over or sit down, reach the floor with your hands)
watered the garden . (Swing back and forth)
In small holes not densely We planted cabbage.
(Squat down, put your hands on your knees)
All summer she got fat,
It grew up and up.
(Slowly rise, hands on the belt, turns the body to the right - to the left)
And now she is closely white,
Says: - Step aside!
(Feet shoulder-width apart, stomp your foot at the end of the phrase)
The use of finger games. Examples of finger games
I use it as physical minutes while listening or singing (I try to make the theme of the work consonant with the exercise, for example, the exercise "Steamboat", "Captain" when learning the repertoire for Defender of the Fatherland Day, "Teremok" - for the New Year, etc.). We learn complex exercises in several stages, and then often return to them. In one lesson, we usually repeat some well-learned exercise and work on a new one.
1.2 junior group.
The steamboat floats along the river and it puffs like a stove.
Both palms are placed on the edge, the little fingers are pressed, the thumbs are raised up.
middle group
I'm sailing on a white boat
On the waves with pearly foam.
I am a brave captain
I'm not afraid of a hurricane.
White seagulls are circling
They are not afraid of the wind either.
Only the bird's cry frightens
A flock of golden fish.
And, having traveled to wonderland,
Looking at the oceans
hero traveler,
I will return home to my mother
Point the ends of the fingers forward, press the hands with the palms to each other, slightly open. While pronouncing the rhyme, show how the boat sways on the waves, and then with smooth hand movements - the waves themselves. Then, according to the text of the verse, show a seagull, crossing your arms, connecting your palms with the back side and waving your fingers clenched together. With straightened palms with fingers pressed against each other, depict fish. With smooth movements of the palms, show how the fish swim in the water.
Senior, preparatory group.
Dramatization of the fairy tale "Teremok"
He is not low, not high, high.
Like a field, a field a mouse runs,
Who, who lives in a teremochka?
Who, who lives in the low?
Well, the mouse in response - silence.
She then settled in the house.
There is a teremok in the field, a teremok.
He is not low, not high, high.
Like a frog running across the field,
She stopped at the door and knocked:
Frog: Who, who lives in the little house?
Who, who lives in the low?
Mouse: I, Mouse, live in the house,
I chew raspberry pies.
Frog: I'm a Frog, I'm a Frog
I can sing ditties!
There is a teremok in the field, a teremok.
He is not low, not high, high.
As in the field, the field Bunny runs,
at the door he stopped and knocked:
Bunny: Who, who lives in the little house?
Who, who lives in the low?
Mouse: I, Mouse, chew pies,
Frog: I, the Frog, sing ditties. And who are you?
Bunny: I'm a Gray Bunny -
Play the flute!
There is a teremok in the field, a teremok.
He is not low, not high, high.
How the Chanterelle runs across the field,
She stopped at the door and knocked:
Chanterelle: Who, who lives in the little house? Who,
who lives low?
Mouse: I, Mouse, chew pies,
Frog: I, the Frog, sing ditties.
Bunny: I'm a Gray Bunny-
Play the flute!
I am a beautiful fox,
I will knit gloves for everyone!
There is a teremok in the field, a teremok.
He is not low, not high, high.
As in the field, the fields Bear is walking,
stopped at the door and roars
Bear: Who, who lives in the little house?
Who, who lives in the low?
Animals Mishka scared
And they fled in fear!
“run” with the index and middle fingers of the right hand along the palm of the left - the “Mouse” gesture,
press the index finger to the lips,
render with their hands the "roof of the tower"
slapping their hands on their knees - gesture "Frog",
knock the fist of the right hand on the palm of the left,
gesture "Mouse",
"make pies with their palms",
frog gesture,
show with their hands the "roof of the tower",
the middle and index fingers of the right hand are extended upwards, the rest are compressed - the “Bunny” gesture,
knocking with the fist of the right hand on the palm of the left,
gesture "Mouse",
gesture "Frog",
gesture "Bunny",
imitate playing the flute,
show with their hands the "roof of the tower",
soft hand movements
knocking with the fist of the right hand on the palm of the left,
gesture "Mouse",
gesture "Frog",
gesture "Bunny",
imitate playing the flute,
soft hand movements
stroking their hands one by one,
show with their hands the "roof of the tower",
loudly stomp their feet, knock fist on fist,
knocking with the fist of the right hand
left palm,
squeeze fingers into the "lock"
spread their arms to the sides.
The use of rhythmoplasty in music lessons. Examples of elements of rhythmoplasty in music lessons.
I perform rhythmoplasty exercises mainly during dances and dramatizations. In the future, I use them in holidays and entertainment so that all children are involved in the performance.
An example of a fragment of a musical lesson with the use of elements of rhythmoplasty.
"Jolly Travelers" Music by M. Starokadomsky
Tasks: development of coordination of movement of arms and legs in the process of walking, speed of reaction, the ability to combine movements with music and words.
DESCRIPTION OF MOVEMENTS
I.P. - (initial position). Children stand next to each other.
Walking one after another with a brisk step.
I.P. - standing facing in a circle.
To the words "Tra-ta-ta" - three claps to the right of the head.
Repetition - three claps to the left.
To the words “We take a cat with us” - on 4 jumps, hands down.
To the words "chizhik" - tilt forward, arms back with a "tail",
"dog" - sit down slightly, arms in front of you, bent at the elbows, brushes downy,
"Petka-buffoon" - a step in place, at the same time swinging movements with arms bent at the elbows,
"monkey" - tilt to the right, arms bent at the elbows, palms forward,
"parrot" - tilt in the same position to the left,
"here" - hands forward.
"What company" - put your hands down.
Repetition of the last phrase - the same movements, at the end - a step in place.
walking with a stomping step, rotation with arms bent at the elbows (train)
On the repetition of music, change the direction of movement, hands "hold the steering wheel" - an imitation of driving a car.
Chorus: the movements are the same.
Chorus: jumps in a circle one after another (for children 3-3.5 years old instead of jumps - walking).
Starting with the words "The sun shone for us," children 4.5-5 years old, simultaneously with jumps, perform swing crossing movements of their arms above their heads ("breeze"). These movements can be performed in all directions and stop facing the audience (teacher) by the chorus.
Chorus: the movements are the same.
On the last chord - jump in place, hands up.
Application of psychogymnastics. Examples of exercises for using elements of psycho-gymnastics in music lessons.
I use psycho-gymnastic exercises in my classes at the beginning of the lesson - to help the guys tune in to the working mood (depending on their mood); at the end of the lesson - for relaxation, so that the children calm down before leaving for the group; in the process of games - dramatizations - to help children enter into one or another image.
"Air balloons"
Purpose: Relieve stress, calm children.
All players stand or sit in a circle. The host gives instructions: “Imagine that now we will inflate balloons. Inhale the air, bring an imaginary balloon to your lips and, puffing out your cheeks, slowly inflate it through parted lips. Follow with your eyes how your ball is getting bigger and bigger, how the patterns on it increase, grow. Represented? I also introduced your huge balls. Blow carefully so that the balloon does not burst. Now show them to each other."
"Ship and Wind"
Goal: Set up the group for a working mood, especially if the children are tired.
All players stand or sit in a circle. The facilitator gives instructions:
“Imagine that our sailboat is sailing on the waves, but suddenly it stops. Let's help him and invite the wind to help. Inhale the air into yourself, draw in your cheeks strongly ... And now exhale the air noisily through your mouth, and let the wind that breaks free drives the boat. Let's try again. I want to hear how the wind blows!”
The exercise can be repeated 3 times.
"Blind Dance"
Purpose: Development of trust in each other, removal of excessive muscle tension.
The facilitator gives instructions: “Pair up. One of you gets a blindfold, he will be "blind". The other will remain "sighted" and will be able to drive the "blind". Now hold hands and dance with each other to light music (1-2 minutes). Now switch roles."
First, you can put the children in pairs and ask them to hold hands. The one who sees moves his hands to the music, and the blindfolded child tries to repeat these movements without releasing his hands, 1-2 minutes. Then the children switch roles. If an anxious child refuses to close his eyes, reassure him and do not insist. Let her dance with her eyes open.
"Caterpillar"
On coordination of movements, group work.
Purpose: The game teaches trust.
The success of everyone's promotion depends on the ability of everyone to coordinate their efforts with the actions of other participants. The host gives instructions: “Guys, now we will be one big caterpillar and we will all move around this room together. Line up in a chain, put your hands on the shoulders of the person in front. Hold a balloon or ball between the stomach of one player and the back of another. It is strictly forbidden to touch the balloon (ball) with your hands! The first participant in the chain holds his ball on outstretched arms. Thus, in a single chain, but without the help of hands, you must go along a certain route.
"Change of Rhythms"
Purpose: To help anxious children join the general rhythm of work, relieve excessive muscle tension.
If the teacher wants to attract the attention of the children, he begins to clap his hands and loudly, in time with the clapping, count: one, two, three, four ... The children join in and, too, clapping their hands together, count in unison: one, two, three, four ... Gradually, the teacher, and after him the children, claps less and less, counts quieter and slower.
The use of breathing and articulatory gymnastics. Examples.
I use it as a 1-2 minute warm-up before and during singing.
Breathing exercise "In the Forest"
Musical director: “How easy it is to breathe in the forest, the air is clean and fresh. Let's get some fresh air." On the count - 1, 2 - inhale through the nose 3, 4 - exhale through the mouth.
Breathing exercise "Turntables".
Props: toys - turntables (strip of paper, ribbon).
Short inhalation through the nose and long exhalation on the toy.
Interaction and educational work with parents.
Interaction and educational work with parents is carried out through consultations, meetings on the topics of the health of the child in the family, the preparation of visual material with tips and recommendations for working with the child outside the preschool educational institution on information stands, holding master classes with parents on the use of health-saving technologies.
Joint work of teachers of preschool educational institutions.
Joint work with teachers of the preschool educational institution includes consultations, joint planning of independent musical activities for children, preparation of visual material with tips and recommendations for teaching children on information stands, conducting master classes for teachers on the use of health-saving technologies.
CONCLUSION
Our kindergarten is of a general developmental type. The garden has 10 groups aged 2 to 7 years. It is visited by children and those with poor health. Therefore, for our team, the topic of health saving has become one of the main topics in our work.
According to medical statistics, the number of preschool children with chronic diseases is increasing every year. Only a few percent of absolutely healthy first-graders enter the school.
Despite the trend of reviving a healthy lifestyle in Russian families, its active promotion in the media, most parents do not properly care about the health of their child, do not instill in him love for the people around him, nature and himself. Therefore, teachers of preschool institutions, including music directors, must comprehensively solve the problems of the physical, intellectual, emotional and personal development of the child, actively introducing the most effective health-saving technologies into this process.
Musical and recreational work in the preschool educational institution is considered a new direction in the musical education of preschoolers. Along with educational and upbringing tasks, it is necessary to solve health-improving ones, such as:
1. Preserve and strengthen physical and mental health.
2. Create conditions that ensure the emotional well-being of each child.
3. With the help of health-saving technologies, increase the adaptive capabilities of the child's body (activate protective properties, resistance to diseases).
4. To form the correct posture, hygiene skills.
Musical and recreational work in kindergarten is an organized pedagogical process aimed at developing the musical and creative abilities of children, preserving and strengthening their psychophysical health in order to form a full-fledged personality of the child.
LITERATURE
1. Alyabyeva E.A. Logorhythmic exercises without musical accompaniment: Methodological guide. - M.: TC Sphere, 2006. - 64 p.
Kartushina M.Yu. Logorhythm for kids: Scenarios for classes with children 3-4 years old. (Development program.) - M.: TTs Sphere, 2005. - 144 p.
Logorhythmic minutes: thematic lessons for preschoolers / ed. V. A. Knysh, I. I. Komar, E. B. Loban, Yu. V. Dudak - Minsk: Aversev, 2009. - 188 p.
Sirotyuk A.L. Correction of the development of the intellect of preschool children. - M.: TC
Belaya A.E., Miryasova V.I. Finger games. M., 1999.
Alyabyeva E.A. Psycho-gymnastics in kindergarten: Methodological materials to help psychologists and teachers. - M.: TC Sphere, 2003. - 88 p.
Burenina A.I. Rhythmic mosaic: (Rhythmic plasticity program for children of preschool and primary school age). - 2nd ed., corrected. and additional - St. Petersburg: LOIRO, 2000. - 220 p.
Galtsova E.A. "Funny stories about everything"
O.N.Arsenevskaya. The system of musical and recreational work in kindergarten: classes, games, exercises-Volgograd: Teacher, 2011-204s.
We invite teachers of preschool education in the Tyumen region, YaNAO and Khanty-Mansi Autonomous Okrug-Yugra to publish their methodological material:
- Pedagogical experience, author's programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including video), forms of work with families and teachers.
Why is it profitable to publish with us?
Use of health-saving technologies
in music classes at the preschool
The upbringing of a healthy younger generation of Russian citizens is the state's first priority, the solution of which largely determines its future prosperity.
Health is a basic value and a necessary condition for the full mental, physical and social development of a child. Without creating the foundation of health in preschool childhood, it is difficult to form health in the future.
In all existing comprehensive programs of upbringing and education in preschool educational institutions, the leader declares the thesis about the priority of measures related to protecting the health of the child, increasing his functional capabilities, the level of physical, mental development and motor fitness.
However, current trends in society indicate the opposite - the number of children with various health problems from birth, early or preschool age is growing.
Preschool childhood is a period of intensive growth and development of the body and its increased sensitivity to the influences of the natural and social environment, including preventive and recreational activities carried out in kindergarten.
Preserving the health of the child is the main task facing all kindergarten staff. Experience shows that only the joint work of teachers and medical workers to improve children's health can give the desired effect.
The essence (meaning) of experience: music is one of the means of physical development of children. Musical development is very important for any child. And this does not mean at all that it is necessary to raise a brilliant musician from a baby from the cradle, but it is in our power to teach him to listen, understand music, and enjoy it. Music, perceived by the auditory receptor, affects not only the emotional, but also the general physical state of a person, causes reactions associated with changes in blood circulation and respiration.
The purpose of musical and recreational education in a preschool educational institution is to strengthen mental and physical health, develop musical and creative abilities, and form the need for a healthy lifestyle.
As a result of work on this problem, a system of musical and recreational work was created, combining traditional music classes with recreational activities. Within the framework of the system of musical and recreational work, forms of organizing musical and recreational activities have been developed.
Novelty: In music lessons, it is possible and necessary to use modern health-saving technologies in a playful way. Habitual types of musical activity can be diversified with health benefits.
Availability: The system of musical and recreational work can be used in the educational process of preschool institutions and institutions of additional education.
Efficiency : Increasing the indicators of physical development and development of the respiratory system of children. Improving motor skills and qualities (plasticity, coordination, orientation in space); improvement of vocal skills and abilities.
This experience is based onprograms and teaching aids : on musical education: “Methods of musical education in kindergarten” by N. Vetlugina, “A holiday every day” by I. Kaplunova, “Musical education in kindergarten” by M. Zatsepina, “Musical education of preschoolers” by O. Radynova, Program “Elementary music playing with preschoolers” by T. Tyutyunnikova, “Rhythmic mosaic” program, “Top-clap, kids” by A. Burenina;
technologies E. Zheleznova "Rhythm for kids", "Finger games", "Developing music games", "Games for health", T. Lobanova "educational games as a health-saving basis", V.V. Emelyanov "Phonopedic development of the vocal apparatus", E.A. Alyabyeva "Correctional classes", A.P. Zarina "Music and movements in correctional work"
A child's health is not only the absence of disease, but also complete physical, mental and social well-being. Therefore, the improvement of children in recent years has become a priority in the work of many preschool educational institutions. Teachers and doctors are looking for new methods of preserving and strengthening the health of children, creating favorable conditions for their implementation, based on the results of diagnosing the state of health and the individual characteristics of each child.
The purpose of the work: to organize musical and recreational work in the preschool educational institution, which provides each child with the strengthening of mental and physical health, the identification and development of musical and creative abilities, the formation of a habit of a healthy lifestyle.
In addition to educational and upbringing tasks, such work also sets health-improvingtasks:
1. Preserve and strengthen the physical and mental health of children.
2. Create conditions that ensure the emotional well-being of each child.
3. With the help of health-saving technologies, increase the adaptive capabilities of the child's body (activate protective properties, resistance to diseases).
Musical and recreational work in kindergarten is an organized pedagogical process aimed at developing the musical and creative abilities of children, preserving and strengthening their psychophysical health in order to form a full-fledged personality of the child.
The results of this work are:
1. The stability of the emotional well-being of each child
2. Decrease in the incidence rate (mostly colds)
3. Increasing the level of development of musical and creative abilities of children
4. Increasing the level of speech development
5. Stability of physical and mental performance.
For the full development of the musical and physical abilities of children, we have created all the necessary conditions in the preschool educational institution. The music and sports hall, the sports ground, the music corners in the groups are equipped with the appropriate equipment for music and health work and meet hygienic requirements.
The system of musical and recreational work involves the use of various health-saving technologies. Among them are valeological chants, breathing exercises, articulatory gymnastics, health and phonopedic exercises, game massage, finger games, speech games, music therapy.
Valeological songs - a great start to any music lesson. They cheer up, set a positive tone for the perception of the surrounding world, and prepare the voice for singing.
Good morning!
Good morning! / turn to each other
Smile soon! / Stretch arms out to the sides
And all day today / Clap your hands
It will be more fun.
We will smooth the forehead / Text movements
Nose and cheeks
We will be beautiful / Gradually raise your hands up,
Like flowers in the garden / performing "lanterns"
Let's rub our palms / Move through the text
Stronger, stronger
Now let's clap
Bolder, bolder.
We will now rub our ears
And save your health
Let's smile again
Be healthy everyone!
You can use valeological songs, both at the beginning of the lesson, and instead of the usual physical minute. Simple kind texts and a melody consisting of the sounds of a major scale have a positive effect on the mood of children, improve the emotional climate in the classroom.
Conducting monitoring at the beginning of the school year, children with speech disorders and often ill children are noted. After all, weakened breathing does not allow the child to fully pronounce phrases, build sentences correctly, even sing songs - you have to inhale the air more often. Therefore, special attention is paid to breathing exercises.
Exercisesfor the development of breathing play an important role in the system of health improvement of preschool children. Doctors have proven that breathing exercises have a psychotherapeutic, healing and even therapeutic effect on children. It has a positive effect on metabolic processes that play an important role in blood supply (including lung tissue), helps to restore the central nervous system, improves the drainage function of the bronchi, and restores disturbed nasal breathing. The main tasks of breathing exercises are:
1. Strengthen the physiological breathing of children
2. Train the strength of inhalation and exhalation
3. Form the correct speech breathing (short breath - long breath)
4. Develop a long breath.
Work on breathing precedes the singing of songs, and can also be an independent activity. In a playful way, with the help of simple exercises. Singing with breathing exercises preceding it has a psychotherapeutic, healing and even healing effect on children.
In working with preschoolers, I use the simple exercises of Alexandra Nikolaevna Strelnikova, who developed the well-known method of breathing exercises for recovery. The principles of this technique are a short and sharp inhalation through the nose, combined with movement and passive exhalation.
Exercise "Palms"
(according to A.N. Strelnikova)
Ladushki-palms, sonorous crackers
We clench our hands, breathe in through our noses.
As we open our hands, we exhale calmly.
(On the count of “times” - grasping movements with the palms (we squeeze them into fists), simultaneously with the movement we inhale noisily with the nose. Immediately after a short breath, the palms open - exhale)
weirdo
There, on the hills, sits an eccentric,
Sitting and blowing this way and that.
It blows up
It blows sideways
It blows up and down.
Then the teacher puts an autumn leaf cut out of paper (a snowflake, a cloud, a bird, a balloon) in his palm and brings it to the child's mouth. Calling the name of the child, he gently blows off the sheet. The child catches it and, blowing it off, calls the name of the next child.
When learning songs in music classes, it is often observed that some children pronounce certain sounds incorrectly. This indicates the incomplete development of the speech apparatus. It is in our power to help each child cope with these difficulties with the help of special exercises.articulation gymnastics.
It helps to train the movements necessary for the correct pronunciation of sounds, syllables, whole words. The exercises are carried out in conjunction with a speech therapist of the preschool educational institution, who helps to select the necessary exercises for articulation gymnastics and learn them with children. In this case, it is important to follow a certain sequence, to go from simple exercises to more complex ones. Regular use of articulation exercises improves the quality of children's speech and, accordingly, the quality of singing.
Monitoring, carried out at the end of the school year, allows you to observe the positive dynamics of the speech development of children. Children began to speak better, read poetry with pleasure, play roles in children's holidays.
Another interesting element of musical and recreational work isgame-rhythmic exercises . These are special exercises for coordinating movements with music. Play and movement are the most important components of children's life. Such exercises contribute to the development of the child's imagination, musical and creative abilities, the formation of the process of perception and the inclusion of both hemispheres of the brain in the work, relieves muscle stiffness, improves physical well-being, and increases the sociability of children. Through play-rhythmic exercises, the child expresses his feelings and releases the accumulated energy, turning it into an act of creativity.
Rain
Rain is weak, like this ... / quietly and rarely claps in
/ palms (half)
Come on, clap, guys, all with me! /children repeat the movement
And sometimes it rains hard, like this ... / claps his hands harder
/(quarters)
Clap again, guys, all with me! /children repeat the movement
And there are miracles in the sky -
Thunder rumbles and a THUNDER begins! /stomp and clap
/simultaneously (eighths).
/Children pick up movements
Puddles
Slap-slap-slap - /Children tap their feet rhythmically with their palms.
I'm going through the puddles.
Squish-squish-squish - / Rhythmically stamp their feet.
Water in boots.
Drip-drip-drip - / Raise their hands up and snap their fingers rhythmically.
I need an umbrella - / With the simultaneous movement of the hands from top to bottom.
Op-op-op - / Cross your arms over your chest and
Water on the back. / rhythmically pat on the forearms.
Bull-bul-bul - / Perform a rhythmic spring.
The hat fell off.
Oh-oh-oh, / Shake their head, hands to the head.
Around the water.
Yes, yes, yes, / Rhythmically nod their heads.
I feel so sorry for myself.
Always dress in the rain!
Elements used in the workplay massage
. Why is it nice to clap your hands, walk barefoot? Why does everyone - both adults and children - like massage? The thing is that by massaging certain points of the body, we unconsciously send positive signals to the heart, lungs, liver, stomach and other organs. Performing massage manipulations expands the capillaries of the skin, improving blood circulation, actively affects the metabolic processes of the body, and tones the central nervous system. In addition, it uplifts the mood and improves the well-being of a person. A child can easily learn this in the game. In music classes, play massage is performed to the music - the words are sung (or rhythmic declamation is used), or the music just sounds in the background.
The use of play massage by A. Umanskaya, M. Kartushina increases the protective properties of the whole organism. The frequency of diseases of the upper respiratory tract is decreasing.
Rain
(children stand one after another "train")
Rain, rain, we need
Go home / clap hands on the back
Thunder, thunder like cannons
Today is a holiday at the frogs / beat with fists
Hail, hail, pour hail
Everyone is sitting under the roofs / tapping their fingers
Only my brother in a puddle
Catching fish for us for dinner / stroking the back with their palms
(children turn 180 degrees and repeat the massage again)
It's cold outside
It's cold outside! / stroking hands
Come on, rub your nose! / Rub the tip of the nose.
There is no need for us to beat the thumbs / They threaten with the right index finger.
Well, let's take everyone by the ears:
Twisted, turned
Here are the ears warmed up! / Forefinger and thumb / hold on to the lobes of the ears
/ and rotate them forward, then backward.
They knocked on the knees, / They knock on the knees with their palms.
They patted the shoulders, / Hands crossed at chest level, clapping their palms on the shoulders.
They stomped their feet! /Stomp their feet.
An important place in music lessonstake up finger games.
There is a direct relationship between hand movements and the pronunciation of words. Researchers studying the mechanisms of speech argue that the speech areas of the brain in children are partly formed under the influence of impulses coming from the fingers. In addition, on the palms of people there are biologically active points that are important for the whole organism. In this regard, finger games are of particular interest, which allow you to knead, massage your fingers and hands in a playful way, having a beneficial effect on all internal organs. Finger games by E. Zheleznova, O. Uzorova are held to the music. A simple, easy to remember melody and accessible movements make it possible to include finger games in classes from the age of three (second junior group). The texts for these games should be quite simple - Russian folk songs, nursery rhymes, counting rhymes, short poems.
Finger games develop the child's speech, motor qualities, increase the coordination abilities of the fingers (preparation for writing, drawing), connect finger plasticity with expressive melodic and speech intonation, form figurative-associative thinking.
Cat
We looked out the window / make a “window” with the fingers of both hands
A cat walks along the path / “runs” with index and middle fingers
/ right hand on the left hand.
With such a mustache / show "long mustache"
With such eyes / show "big eyes"
The cat sings a song
He calls us to walk quickly / "they call" with his right hand
sand house
Here is a large sandbox / spread their arms to the sides
With a roof in polka dots / hands "house" over your head
From the sand we build a house / knock fist on fist
There are five windows in the house / show an open palm - "five"
The first is for a bunny / fingers are bent in turn
The second is for the owl
In the third, the chrysalis stands
In the fourth - two mushrooms.
In the fifth round window
We put the cat to sleep / palms “sleep” under the cheek
Only a cat has little space / they threaten with a finger
Jump! And they broke our house / they slap their knees with their hands.
speech games - one of the forms of creative work with children, not only in the work of a speech therapist and educator, but also in musical education. It is proved that musical ear develops together with speech ear. The means of musical expression - rhythm, tempo, timbre, dynamics - are also characteristic of speech. Thus, the use of speech games in music classes allows children from a young age to master the whole complex of expressive means of music. Working in this direction, the technique of K. Orff is used. Speech games, accompanied by movements, sounding gestures (claps, clicks, slaps, etc.), the sounds of children's musical instruments, perfectly develop a sense of rhythm. The rhythm of music in combination with recitation is easier for children to assimilate, and the support of the tex by movements or playing music contributes to better memorization, more emotional reproduction. Gesticulation, plasticity, facial expressions in speech games encourage children to improvise, to reveal their creative potential.
leaf fall
Autumn, autumn! Falling leaves! (rhythmic clapping)
Forest autumn caulk (finger snaps)
Red leaves rustle (rub palm on palm)
And fly, fly, fly! (shaking hands)
Music therapy
- one of the promising areas of health work in preschool educational institutions. It contributes to the correction of the psychophysical health of children in the process of their life. Listening to the right music with the performance of M. Chistyakova's psycho-gymnastic studies increases the immunity of children, relieves tension and irritability, headache and muscle pain, and restores calm breathing.
Modern information, superimposed on ancient knowledge, shows that the sounds of various musical instruments affect the human body in different ways: the sound of percussion instruments can give a feeling of stability, confidence, and physically invigorate. Wind instruments influence the formation of the emotional sphere. The intellectual sphere corresponds to music played by keyboard instruments, especially piano music. Stringed instruments directly affect the heart, while vocal music affects the entire body, but most of all the throat.
In kindergarten, children need music throughout the day. This does not mean that it should sound continuously. Music should be listened to by children in doses, depending on the time of day, type of activity, even the mood of the children. For relaxation, removal of emotional and physical stress, for a pleasant immersion in daytime sleep, it is necessary to take advantage of the beneficial effects of classical and special relaxing music filled with the sounds of nature. We pay special attention to the musical reflex awakening of children after a daytime sleep. This technique was developed by N. Efimenko as opposed to the standard awakening of children. Hearing the sound of familiar music, it is easier and calmer for kids to move from a state of complete rest to vigorous activity. In addition, to the music, you can carry out a set of simple exercises without lifting the kids from the bed.
hare
(a set of exercises for awakening)
Here are fluffy bunnies sleeping peacefully in their beds
But the hares have enough sleep, it's time for the gray ones to get up.
Pull the right handle, pull the left handle.
Opens eyes, plays with legs.
Stretch your legs, straighten your legs
And now we run quickly along the forest path.
Let's turn from side to side
And we'll be completely awake!
It should be noted that the success of the ongoing musical and recreational work depends not only on the work of the teaching staff of the preschool educational institution, but also on the attitude to this problem in the family. In order to educate parents on this issue, consultations, open classes, joint musical and sports holidays and entertainment are held. Parents willingly take part in such events. The use of health-saving technologies not only in the classroom, but also in family education helps to more effectively develop the musical abilities of preschoolers, maintain and strengthen their health. To help parents, sliding folders are made out containing articulation, finger, speech games and other material that can be used at home.
The improvement of children, the creation of emotional comfort is the most important task of the preschool educational institution. The organization of musical and recreational work in kindergarten using modern methods of health saving provides a more careful attitude to the physical and spiritual health of children, helps to solve the problems of physical, intellectual, emotional and personal development of the child in a complex, actively introducing the most effective health saving technologies into this process . After all, the well-being of society largely depends on the state of children's health.
Municipal Autonomous Preschool Educational Institution
"Kindergarten No. 20 "Alyonushka"
Health saving technologies
in music classes at the preschool
Musical director
With. Patrushi, 2016
The well-being of society largely depends on the health of children. Factors that aggressively affect fragile children's organisms are environmental problems, poor nutrition, and emotional discomfort. Today, in preschool institutions, much attention is paid to health-saving technologies, which are aimed at solving the most important task - to preserve, maintain and enrich the health of children. The health-saving pedagogical process of a preschool educational institution - in the broadest sense of the word - the process of educating and educating preschool children in the mode of health saving and health enrichment; a process aimed at ensuring the physical, mental and social well-being of the child. Music, perceived by the auditory receptor, affects not only the emotional, but also the general physical state of a person, causes reactions associated with changes in blood circulation and respiration. proved that music can cause and weaken the excitation of the body. , studying the issues of the influence of a major or minor scale on well-being, he concluded that the melodic and rhythmic components of music have a positive effect on a person’s work capacity or rest. N. Vetlugina emphasizes that singing develops the vocal apparatus and speech, strengthening the vocal cords, regulating breathing. Rhythm improves the child's posture, coordination, and confidence in movements. The development of emotional responsiveness and musical ear helps to activate the mental activity of the child.
In our preschool educational institution, the structure and content of musical and recreational work has been created, connecting traditional music classes with game-based
In accordance with the Federal State Educational Standard, all health-saving technologies are implemented on the basis of a personality-oriented approach, taking into account the initiative and interests of the child.
The system of musical and recreational work involves the use of the following health-saving technologies at each musical lesson, namely:
1. Valeological chants
Raise the mood;
Set a positive tone for the perception of the world around;
Improve the emotional climate in the classroom;
Prevent diseases of the upper respiratory tract;
All music lessons begin with them. These are easy-to-perceive and reproduced texts of chants (authors) and a pleasant melody (major mode) cheer up, create a positive tone, improve the emotional climate in the lesson, and prepare the vocal apparatus for singing. The chants are accompanied by self-massage of biologically active zones of the face and neck, rhythmic movements, sounding gestures. They are aimed at the prevention of flat feet, the formation of correct posture.
2. Respiratory gymnastics has a complex therapeutic effect on the child's body:
It has a positive effect on metabolic processes that play an important role in blood supply;
Promotes the restoration of nervous regulation from the side of the central nervous system;
Improves the drainage function of the bronchi;
Restores disturbed nasal breathing;
Respiratory gymnastics corrects violations of speech breathing, helps to develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation. Peripheral organs of hearing, respiration, voice are inextricably linked and interact with each other under the control of the central nervous system. Performing breathing exercises helps to maintain and strengthen the health of the child. It gives you the opportunity to recharge with vivacity and cheerfulness, to maintain high performance. Gymnastics is well remembered and after training it is performed easily and freely.
Promotes training of the muscles of the speech apparatus;
Develops children's singing abilities;
Forms the articulation of various sounds;
Improves the diction of children by training the mobility and accuracy of the movements of the tongue and lips;
Develops musical memory, memorization of lyrics, attention;
Develops a sense of rhythm;
Improves spatial orientation in coordinates: right-left, up-down, sideways, forward-backward.
The main goal of articulatory gymnastics is the development of high-quality, full-fledged movements of the organs of articulation, preparation for the correct pronunciation of phonemes. Exercises help to train the muscles of the speech apparatus. In the process of performing articulatory gymnastics, the indicators of the level of development of children's speech, singing skills increase, musical memory and attention improve.
4. Phonopedic exercises
Contribute to the prevention of diseases of the upper respiratory tract;
Stimulate the larynx-pharyngeal apparatus;
Stimulate brain activity.
They are carried out to strengthen the fragile vocal cords of children, prepare them for singing, and prevent diseases of the upper respiratory tract. Melyanova, M. Kartushina contribute to the development of nasal, diaphragmatic, abdominal breathing, stimulation of the laryngo-pharyngeal apparatus and brain activity. The work uses health-improving exercises for the throat, intonation-phonetic (correct the pronunciation of sounds and activate phonation exhalation) and voice signals of pre-verbal communication, games with sound
5. Play massage
Increases the protective properties of the upper respiratory tract;
Normalizes vegetovascular tone;
Normalizes the activity of the vestibular apparatus and endocrine glands.
Performing massage manipulations expands the capillaries of the skin, improving blood and lymph circulation, actively affects the metabolic processes of the body, and tones the central nervous system. The use of play massage increases the protective properties of the upper respiratory tract and the whole body, normalizes the vegetative-vascular tone, the activity of the vestibular apparatus and endocrine glands. The frequency of diseases of the upper respiratory tract is decreasing.
6. Logarithmics
Tasks of logarithmics:
health-improving (strengthening the musculoskeletal system, development of respiration, motor skills, strengthening the mental health of children);
Educational (formation of motor skills and abilities, spatial representations; formation of the need for daily active motor activity);
Educational (education and development of a sense of rhythm and tempo, the ability to perceive musical imagery, the development of personal qualities - friendliness, independence, patience, calmness, the ability to work in a team);
Developing (development of basic mental processes - memory, imagination, attention, curiosity, speech, thinking; development of physical qualities - strength, dexterity, speed, flexibility; improvement of coordination of movements);
Corrective (correction of a certain violation at a certain age).
Logorhythmic exercises are aimed at correcting general and small movements, developing speech-movement coordination, expanding children's vocabulary, in addition, they contribute to the improvement of psychophysical functions, the development of emotionality, and communication skills. A special place in the work on the speech of children is occupied by musical games, singing and movements to music. This is due to the fact that music affects primarily the emotional sphere of the child. On positive reactions, children learn the material better and faster, quietly learn to speak correctly. Logorhythmic exercises are based on the close connection of words, movement and music. They also include:
finger games
Develop the speech of the child;
Develop motor qualities;
Increase the coordination abilities of the fingers;
Connect finger plasticity with expressive melodic and speech intonation;
Form figurative-associative thinking.
Systematic exercises for training finger movements, along with a stimulating effect on the development of speech, are a powerful means of increasing the efficiency of the brain. The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship and interdependence of speech and motor activity, in the presence of a speech defect in a child, special attention must be paid to training his fingers. Thus, the role of a stimulus for the development of the central nervous system, all mental processes, and in particular speech, is played by the formation and improvement of fine motor skills of the hand and fingers.
Regular inclusion of musical finger games and fairy tales in the course of the lesson: stimulates the action of the speech zones of the cerebral cortex of children; improves attention and memory; forms associative-figurative thinking; makes it easier for future students to learn writing skills. Finger games connect finger plasticity with expressive melodic and speech intonation, form figurative-associative thinking.
Speech games:
Effectively influence the development of emotional expressiveness of children's speech, physical activity;
Allow children to master all the expressive means of music.
Speech games allow children to strengthen the vocal apparatus and master all the expressive means of music. Speech music-making is necessary, since musical ear develops in close connection with speech hearing. In speech games by T. Borovik and T. Tyutyunnikova, children sing or recite rhythmically in chorus, solo or duet. The basis is children's folklore. To sound we add musical instruments, sounding gestures, movement. Plasticity introduces pantomime and theatrical possibilities into speech music-making.
Gymnastics for the eyes:
Helps calm the baby's nervous system
Activates brain processes so that the brain processes the information received with the help of the organs of vision faster
Helps to slow down and stop the decline in vision or the development of astigmatism
Gymnastics for the eyes - as a way to correct and treat eye diseases, as well as a way of prevention, which is indispensable for healthy eyes. To create a game effect, gymnastics for the eyes is carried out in verse, with pictures and to music.
Mimic gymnastics:
Mimicry is a movement of the face that expresses the internal emotional state of a person. It is endowed with the ability to reflect the mental state of a person, facial expression is largely determined by the dynamics and statics of facial muscles.
Facial expressions are closely related to articulation and, by stimulating the child to depict various emotions on his face, we contribute to the development of not only facial, but also articulatory motor skills, in particular, we develop the mobility of the muscles of the lips and cheeks.
That is why for young children, emotional unloading is of great importance. The best means of emotional training in such situations is mimic gymnastics, which helps the child:
To know the essence of the emotional states of both one's own and those around them;
To develop the arbitrariness of one's own behavior through the conscious and adequate manifestation of emotions;
Strengthen the depth and stability of feelings;
Unload from unnecessary experiences, showing your emotional state.
7. Rhythm games with musical instruments
Effectively influence the development of children's creative abilities;
Develop rhythmic, timbre hearing;
They are the basis of psychological well-being and comfort in the classroom.
Playing musical instruments is one of the most attractive musical activities for children. Music itself is associated in children with instruments. Sounds extracted from musical instruments attract the attention of children, arouse interest, appeal to their imagination. Children are especially susceptible to the quality of sound, its color, timbre. The sounds of the surrounding world for children are not just noises, but paint, images of this world, an expression of the “soul”, the essence of things, the possibility of contact with them. Such musical games include timbre-noise. Accompaniment is organized according to the principle of rhythmic adjustment of children to singing or instrumental sound, as well as to each other. This tuning does not need to be specially taught, it is based on the natural sense of rhythm. During the game, the natural sense of rhythm in children is aggravated and improved. For such an accompaniment, not only instruments are used, but also any objects that can make sounds (home-made toy instruments made of wood, metal, glass, paper). As a result, playing children's musical instruments acquires precisely the meaning of a musical game, during which children develop a sense of rhythm, timbre hearing, a sense of musical form and, in general, emotional responsiveness to music.
8. Psycho-gymnastics (studies, games and exercises aimed at developing and correcting various aspects of the child's psyche, both cognitive and emotional-personal). Psycho-gymnastics, first of all, is aimed at teaching the elements of the technique of expressive movements, the use of expressive movements in the education of emotions and higher feelings, and the acquisition of skills in self-relaxation. Children study various emotions and learn to manage them, master the ABC of expressing emotions. Psycho-gymnastics helps children overcome barriers in communication, better understand themselves and others, relieve mental stress, and provides an opportunity for self-expression. Psycho-gymnastics is indicated for children with excessive fatigue, exhaustion, restlessness, quick-tempered, withdrawn, with neuroses, character disorders, mild mental retardation and other neuropsychiatric disorders that are on the border of health and illness. It is equally important to use psycho-gymnastics in psycho-prophylactic work with practically healthy children for the purpose of psycho-physical relaxation. Psychogymnastics includes:
Communicative dances and games -
these are dance games with simple movements to music, including elements of non-verbal communication, changing partners, game tasks (who dances better), etc. The main task of dance games is to include children in interpersonal relationships, develop social skills of their behavior and create conditions for the free and natural manifestation of the individual qualities of the child. The movements and figures in such dances are very simple, accessible even to small children. In these dances, as a rule, there are game plots - images of friendliness, partner support, approval of individual decisions within the framework of collective interaction. The dance figures are mainly natural gestures and movements, which in everyday life express a benevolent, open attitude of people towards each other, reproduce positive joyful emotions. Forms of communicative dance-games:
1. Dances with a change of partners;
2. Games-plastic improvisations to music;
3. Motor improvisations in pairs;
4. Games - "mirrors";
5. Dancing games in a circle
Communicative dance-games are aimed at:
Development of the dynamic side of communication: ease of making contact, initiative, readiness to communicate;
Development of empathy, sympathy for a partner, emotionality and expressiveness of non-verbal means of communication;
The development of a positive sense of self, which is associated with a state of emancipation, self-confidence, a sense of one's own emotional well-being, one's importance in the children's team, and a formed positive self-esteem.
9. Music therapy
Contributes to the correction of the psychophysical status in the process of motor-playing activity;
Listening to the right music:
Music therapy is an important component of musical and recreational work in our preschool educational institution. Listening to the right music increases the immunity of children, relieves tension and irritability, headache and muscle pain, and restores calm breathing. Music therapy is carried out by teachers of the preschool educational institution throughout the day - children are met, put to bed, raised after a daytime sleep to the appropriate music, used as a background for classes, free activities, in the process of hardening procedures. For this purpose, the following audio collections have been selected and formed:
1. Music to meet children and their free activities
2. Music for sleep (Lullabies)
3. Music for waking up after a nap
4. Music for relaxation
10. Rhythmoplasty
Musical-rhythmic movements are synthetic, they are based on movements to music, and this, in turn, will develop both musical ear and motor abilities, as well as those mental processes that underlie them. When doing rhythmoplasty with children, you can focus the attention of children on the development of a sense of rhythm or the formation of motor skills, the development of artistry, etc. However, the main focus of the elements of rhythmoplasty in music classes is the psychological emancipation of the child through the development of his own body as an expressive ("musical") instrument . Dancing, rhythmic movements - the physiological need of a child's developing organism. They mobilize physical forces, develop grace, coordination of movements, musicality, strengthen and develop muscles, improve breathing, actively influence blood circulation, and contribute to the production of many substances necessary for the child's body. Rhythmic and smooth movements increase blood flow to the lungs - they are more fully saturated with oxygen. The heart works more rhythmically, actively supplying blood to all organs, delivering oxygen, nutrients and more fully taking away harmful metabolic products. The load on the abdominal muscles normalizes the work of the intestines and stomach. Movement strengthens sleep better than any sleeping pill. Speed of reaction, coordination of movements, conscious mastery of dance, rhythmic movements are also important for the mental development of children. At music lessons, the child is engaged in rhythmoplasty in a team, and this contributes to the development of organization, discipline, responsibility, mutual assistance, attentive attitude towards others, and independence in children. Properly selected music is the success of the lesson. Music regulates movements and gives a clear idea of the relationship between time, space and movement, affects the emotions of children, creating a certain mood in them, and at the same time affects the expressiveness of children's movements.
Thus, all the health-saving technologies listed above used in the joint musical activities of the teacher and children are one way or another types of musical activities, and therefore help develop the musical abilities of children, improve health and are one of the means of physical activity.
The success of the implementation of health-saving technologies is possible only in the conditions of joint activities of all participants in the educational process, namely:
Educators involve children in active singing during regime moments;
Group teachers offer children to play already familiar musical games in free activity, recalling the algorithm of actions.
Music therapy is carried out by teachers of all age groups throughout the day.
For the parents (legal representatives) of pupils, in order to increase their pedagogical competence and develop a valeological culture, information material is offered (poster and), as well as in the form of folders - movements about health-saving technologies implemented in preschool educational institutions.
In the close relationship of specialists of the preschool educational institution (music director, physical education instructor, psychologist), the introduction of health-saving technologies takes place systematically, integratively and, accordingly, effectively.
The results of musical and recreational work are:
Increasing the level of development of musical and creative abilities of children;
The stability of the emotional well-being of each child;
Increasing the level of speech development;
Decreased morbidity;
The stability of the physical and mental performance of pupils of preschool educational institutions
List of used literature
1. "Funny solfeggio" (for preschool children), S. P., 1992.
2. The system of musical and recreational work in kindergarten: classes, games, exercises. Volgograd: Teacher, 2009.
3. "Methods of musical education in kindergarten", M., "Enlightenment", 1989
4. Health-saving technologies in preschool educational institutions. - M.: Sfera, 2008.
6. Logorhythmic classes in kindergarten. - M.: Sfera, 2004.
7. "Improving classes with children 6-7 years old" Moscow, ed. Shopping center "Sphere", 2008.
8. Project method in the activities of a preschool institution. - M.: Arkti, 2005.
9. Implementation of the educational area "Music" in accordance with the FGT.// Handbook of the music director.2012.No.0.S. eighteen.
10. "Music for children": A manual for the educator and musical director. - M., "" Enlightenment "", 1985
11. Development of children's abilities. Yaroslavl: Academy of Development, 1997.
12. , ""Teach children to sing. Songs and exercises for the development of voice in children 5-6 years old "", M., "Enlightenment", 1987
13. , ""Teach children to sing. Songs and exercises for the development of voice in children 6 - 7 years old "" M., 1988
14. "Forms of rehabilitation of children 4-7 years old" Volgograd, ed. "Teacher", 2009
15. "Musical education of preschoolers", M .: Publishing center "Academy", 2000.
18. Finger gymnastics - M .: AST, 2004.
