Consultation for teachers "Interaction music director and a teacher at a preschool educational institution."

Kurkina Irina Sergeevna, music director of MADOU-kindergarten No. 106, Yekaterinburg.

The material is addressed to teachers of preschool educational institutions (music directors, teachers). Contains methodological information, a questionnaire for educators, and methodological recommendations.

Target: creating conditions for successful musical development pupils of preschool educational institutions.

Tasks:
- increase the professional competence of teachers on the issue of musical development of children preschool age;
- introduce educators to their functionality in different types of children’s musical activities during music classes;
-provide methodological support (recommendations for teachers and “Hosts” at children's parties and entertainment);
- ensure interaction between the teacher-educator and the music director.

Relevance of the problem:
How active are educators? kindergarten participate in the musical education of children? Do they all understand the importance of such participation?

The teacher carries out basically all the pedagogical work in kindergarten - therefore, he cannot remain aloof from the musical-pedagogical process.
The presence in kindergarten of two teachers - music. leader and educator, does not always lead to the desired results. If all musical education comes down only to conducting musical classes, and the teacher considers himself free from the musical development of children, then in this case, musical education is not an organic part of the entire life of children: dancing and musical playing are not included in the child’s life. The teacher, underestimating the importance of musical education in pedagogical work, does not show interest in it and does not know how to arouse interest in children.
The leading role in music classes belongs to the muses. to the manager, because he can convey to children the features of musical works. Failure to understand the educational tasks of music by a teacher can nullify all the efforts of the music director. Where the teacher loves music, loves to sing, and the children take great interest in music lessons. In addition, in the “Movement” section, music. the leader is constrained by the instrument and the teacher must demonstrate the movements.
The leading role of the music director in no way reduces the activity of the teacher.

Often, the teacher considers it his duty to simply be present at the music lesson - in order to maintain discipline. And some do not even consider it necessary to attend, believing that during this time they will be able to do some business in the group. Meanwhile, without the active help of a teacher, the productivity of music lessons turns out to be much lower than possible. Carrying out the process of music education requires great activity from the teacher. When raising a child through the means of music, teachers must clearly understand its importance in the harmonious development of the individual. To do this, you need to clearly and distinctly understand by what means and methodological techniques you can lay the foundations for the correct perception of music.

What are the RESPONSIBILITIES OF A TEACHER in the field of music education in a preschool educational institution:
1. Know all program requirements for music education.
2. Know the musical repertoire of your group, be an active assistant to the music director in music classes.
3. Assist the music director in children’s mastering of the program musical repertoire, showing examples of precise execution of movements.
4. Conduct regular music lessons with the children of the group in the absence of a music director.
5. Learn movements with lagging children.
6. Deepen children's musical impressions by listening to musical works in a group using technical means.
7. Develop children’s musical skills (ear for melody, sense of rhythm) in the process of conducting didactic games.
8. Possess basic skills of playing children's musical instruments(metallophone, timbre bells, wooden spoons, etc.).
9. Carry out the musical development of children, using all sections of work: singing, listening to music, musical-rhythmic movements, playing children's musical instruments, musical-didactic games.
10. Take into account the individual capabilities and abilities of each child.
11. Develop children’s independence and initiative in using familiar songs, round dances, musical games in classes, walks, morning exercises, and in independent artistic activities.
12. Create problem situations that activate children for independent creative expression.
13. Involve children in creative games, including familiar songs, movements, and dances.
14. Use children’s musical skills and abilities in classes for other types of activities.
15. Include musical accompaniment in the organization of classes and routine moments.
16. Take direct part in the diagnostic examination of your students to identify musical skills and abilities, the individual capabilities of each child.
17. Take an active part in the preparation and holding of holidays, entertainment, musical leisure, and puppet shows.
18. Prepare thematic selections of poetic material for entertainment and musical matinees.
19. Provide assistance in the manufacture of attributes and decoration of the music hall for holidays and entertainment.
20. Be artistic, inventive, emotionally mobile.

To assess the competence of the teacher regarding his role in the musical education of children, a survey can be conducted.

Questionnaire for teacher-educator

1. I know all the program requirements for music education.
2. I know the musical repertoire of my group
3. I can show examples of precise execution of movements / provide assistance.
4. I conduct regular music lessons with the children of the group in the absence of a music director.
5. I learn movements with children who are lagging behind.
6. I deepen children’s musical impressions by listening to musical works in a group using technical means.
7. I develop children’s musical skills (ear for melody, sense of rhythm) in the process of conducting didactic games.
8. I have basic skills in playing children's musical instruments (metallophone, tambourine, triangle, drum, wooden spoons, etc.).
9. I develop children’s independence and initiative in using familiar songs, round dances, musical games in classes, walks, morning exercises, and in independent artistic activities.
10. I create problematic situations that activate children for independent creative expression.
11. I involve children in creative games that include familiar songs, movements, and dances.
12. I use the children’s musical skills and abilities in classes for other activities.
13. I include musical accompaniment in the organization of classes and routine moments.
14. I take a direct part in the diagnostic examination of my students to identify musical skills and abilities, the individual capabilities of each child.
15. Take an active part in the preparation and holding of holidays, entertainment, musical leisure, and puppet shows.
16. I prepare thematic selections of poetic material for entertainment and musical matinees.
17. I provide assistance in the manufacture of attributes, decoration of the music hall for holidays and entertainment.
18. I demonstrate artistry, inventiveness, and emotional adequacy

Music as part of the educational environment in kindergarten

Success in children's musical development and their emotional perception of music are closely related to the work of the teacher. It is the educator who has a broad outlook, a certain musical culture, who understands the tasks of musical education of children, is a conductor of music in daily life kindergarten. Good business relationships between the music director and the teacher have a beneficial effect on children and create a healthy, friendly atmosphere, equally necessary for both adults and children.

The main form of musical education and training of a child in a preschool institution is music classes. In the process of classes, children acquire knowledge, skills, and abilities in listening to music, singing, musical-rhythmic movements, and playing the musical instrument. Musical lessons are an artistic and pedagogical process that promotes the development of a child’s musicality, the formation of his personality and the mastery of reality through musical images.Musical classes play an important role in the development of endurance, will, attention, memory, and in nurturing collectivism, which contributes to preparation for school. They carry out the systematic education of each child, taking into account his individual characteristics.

Conducting music classes is not a monopoly of the music director, but forms part of the pedagogical work conducted by the teacher.

A child’s life becomes more colorful, fuller, and more joyful if conditions are created not only in music classes, but also in the rest of the time in kindergarten for the manifestation of his musical inclinations, interests, and abilities.

The skills acquired in classes must be consolidated and developed outside of them. In a variety of games, on walks, during the hours allotted for independent activity, children, on their own initiative, can sing songs, dance in circles, listen to music, and select simple melodies on a metallophone. Thus, music enters into the child’s everyday life, musical activity becomes a favorite pastime.

In music classes, new information about musical works is provided, singing and musical-rhythmic skills are formed, and the consistent musical development of all children according to a certain system is ensured. In the everyday life of a kindergarten, the role of the environment for musical development is assigned to the teacher. Taking into account the age of the children, he determines the forms of including music in the daily routine. Many aspects of kindergarten life allow a connection with music and gain greater emotional fulfillment from this.

Music can be used in children’s role-playing creative games, morning exercises, during some water procedures, while walking (in summer time), evenings of entertainment, before bed. It is allowed to include music in classes for various types of activities: fine arts, physical education, familiarization with nature and speech development.

Play is, of course, a child’s main activity outside of class. Including music in a game makes it more emotional, interesting, and attractive. Possible various options the use of music in games.

In some cases, it is like an illustration of the actions of the game. For example, while playing, children sing a lullaby, celebrate housewarming, and dance. In other cases, children reflect in games the impressions gained during music classes and holidays. Conducting role-playing games with music requires very careful and flexible guidance from the teacher. He, watching the progress of the game, encourages children to sing, dance, and play the DMI. Many role-playing games arise only when children are given a toy TV, a piano, or a theater screen. Children begin to play “music classes”, “theater”, perform concerts on “television”, i.e. It is necessary to create an environment that encourages the child to act.

Music can be included as a component in different activities. The aesthetic perception of nature generates love for the Motherland in children. Music helps them to more deeply emotionally perceive images of nature and its individual phenomena. At the same time, observing nature deepens the perception of music. It becomes more understandable and accessible. For example, if, while going for a walk in a park or forest, children pay attention to a beautiful slender birch tree, then the teacher should invite the children to look at it carefully, remember a poem about it, or even better, sing a song or dance in a circle. Thus, the teacher consolidates children's impressions received from direct observation of nature with the help of a piece of music. In addition, the teacher can play singing games during walks during the summer. This gives the walks substance. Musical material related to the theme of nature, learned in advance in music classes, allows children to be more attentive when making observations. Children begin to understand that every natural phenomenon, every season is beautiful in its own way. Music, depending on the tasks set by the teacher, either precedes observation or reinforces children's impressions.

It is advisable to include music in speech development activities, for example, when telling a fairy tale. But at the same time, care must be taken that the music does not violate the integrity of the fairy-tale image, but rather complements it. It is convenient to introduce music into such fairy tales, the text of which is used in operas or children's musical games. (“The Tale of Tsar Saltan”, “Teremok”, “Geese-Swans”). Performing songs along the course of fairy tales gives them a special emotionality.

Music can also be used during conversations on various topics. (About the seasons, the upcoming holiday, about the Motherland, etc.)

Work on speech is closely related to musical education. Singing improves the pronunciation of words and helps eliminate speech defects.

It is also easy to establish a relationship between musical education and visual arts. On the one hand, music deepens the impressions that children expressed in drawing or modeling. On the other hand, it provides material for its implementation. The theme of drawings, sculpting, or appliqué can be the content of a well-known song or software instrumental piece. Thus, the union of musical and visual arts helps the child in the perception of each type of art.
Music played by the teacher at various moments in children’s daily lives evokes positive emotions, joyful feelings, and creates an upbeat mood. It is recommended to use folk songs and jokes more often. Their subtle humor and vivid imagery have a much greater impact on the child’s behavior than moralizing or direct instructions.

ROLE OF THE TEACHER IN MUSIC CLASSES

A musical lesson is the main organizational form for implementing the tasks of musical education and development of children. Music classes also provide for the diversified development of children (mental, aesthetic, physical). The teacher’s participation depends on the age group, the musical preparedness of the children and the specific objectives of the lesson. Its role, alternating active and passive participation, varies depending on the parts of the lesson and their tasks.
The activity of the teacher depends on three factors
1. Depending on the age of the children: the smaller the children, the more the teacher sings, dances and listens along with the children.
2. From the section of musical education: the greatest activity is manifested in the process of learning movements, somewhat less in singing, the lowest - when listening
3. From program material: depending on new or old material

The teacher must be present at every music lesson and actively participate in the children’s learning process. The more actively the teacher does this work, the more new things children can learn in music classes, otherwise music classes turn into an endless repetition of the same thing, i.e. "treading water" It is necessary (desirable!) for both teachers to be present at the lessons in turn. Knowing the repertoire, they can include certain songs and games in children’s daily lives.

Types of musical activities

The music lesson consists of several sections:
1. Introductory part: movements in various formations (columns, ranks, links, pairs, in a circle), walking, running, dance steps (jump, straight, side gallop, fractional, round dance step, etc.). Movements to music create a cheerful, cheerful mood and help improve posture and coordination of arms and legs.
2. Listening to music
3. Singing and song creativity
4. Learning to play children's musical instruments (familiarity with the sound of instruments performed by an adult, selection of familiar melodies on various instruments)
5. Dance
6. Game (dramatization game)

Hearing– the main type of musical activity. This activity, being independent, is at the same time an obligatory component of any form of music-making, any type of musical activity. For aesthetic development preschoolers use mainly 2 types of music: vocal and instrumental music. For early and younger age more accessible vocal form of sound. Older children listen to instrumental music (“Clowns”, “Horse”). It is necessary not only to teach the child to listen to music, but also to respond emotionally to it (character), give some names (dance, march, lullaby), introduce the means of expression (tempo, dynamics, register) and the names of composers. Listening to a work repeatedly, children gradually memorize it, they develop a taste and a certain attitude towards a particular work, and their favorite works appear
Functionality of the teacher while listening to music:
· by personal example, instills in children the ability to listen carefully to a piece of music and expresses interest;
· during performance, monitor how children perceive the music;
· when children speak little about what they hear, the teacher helps them with leading questions;
· monitors discipline;
· Assists the music director in using visual aids and other methodological material.

Singing and song creativity- one of the most favorite types of music for children. activities. Choral singing unites children and creates conditions for their emotional communication. At the first stage, children can only sing along and reproduce onomatopoeia.
Functionality of the teacher during chanting and singing:
· does not participate during quick survey exercises;

· during the exercises, one of the work methods: the first time is performed by the music director, again by the teacher, then by the children.
· sings with children, learning a new song, showing correct articulation;
· the teacher monitors whether all the children are actively singing, whether they convey the melody of the song correctly, pronounce the words, monitors the correct pronunciation of the words in the song (since the music director is near the instrument, he is not always able to notice which of the children sang this or that word incorrectly;
· supports singing when performing familiar songs, using means of facial and pantomimic expressiveness;
· when improving song learning, sings along in difficult places;
· does not sing with children when singing independently, emotionally and expressively (with the exception of singing with children of early and younger age).

Musical and rhythmic movements include dancing, dance creativity, musical games, round dance exercises. Children learn to move in accordance with the nature of the music, with the means of musical expression. Develop a sense of rhythm, develop artistic and creative abilities. At the initial stage, when learning dances. Movements must be demonstrated by the teacher. In the future, only verbal instructions are given as the execution progresses, and errors are corrected. Children learn to convey various images (birds fly, horses gallop, bunnies jump). The teacher verbally helps to more accurately convey the similarities with the characters. In older groups, we seek from children a conscious attitude towards their role and high-quality performance in performing movements. Consequently, children's creative activity develops through targeted learning, expanding musical experience, activating feelings, imagination, and thinking. Simple creative tasks include dramatizing songs.
Functionality of the teacher during musical-rhythmic movement and play:
· participates in demonstrating all types of movements, giving appropriate recommendations to children;
· performs a dance with a child who does not have a partner,
· monitors correct posture;
· monitors the quality of execution of all program material;
· gives accurate, clear, aesthetic standards of movements (with the exception of exercises for the development of children’s creative activity);
· takes direct part in the performance of dances, dances, and round dances. In older preschool age, children perform familiar dances and dances independently;
· corrects the performance of movements by individual children during a dance;
· explains and monitors compliance with the conditions of the game, promoting the formation of behavioral skills during its implementation;
· takes one of the roles in the story game;

Learning to play children's musical instruments familiarization with the sound of instruments performed by an adult, selection of familiar melodies on various instruments. This type of activity develops sensory musical abilities, a sense of rhythm, an ear for music, and musical thinking. Playing in an orchestra promotes the development of attention, independence, initiative, and the ability to distinguish the sound of instruments
Functionality of the teacher during the game at DMI:
· participates in demonstration or modeling of game techniques;
· takes direct part in the performance of dances, dances, and round dances; in creative (improvisation) tasks, children perform their parts independently, the teacher is an equal participant;
· helps “conduct” a subgroup of children (when playing according to the score with different parts); children;
· corrects performance with individual children in case of difficulties;
· provides assistance in distributing (collecting) tools and organizing children into subgroups
· monitors discipline throughout the entire music lesson.

Teachers often make the following mistakes in the classroom:
1. The teacher sits with an indifferent look
2. The teacher interrupts the performance
3. Give verbal instructions along with musical instructions. leader (although there cannot be two centers of attention)
4. Disturbs the course of the lesson (enters and leaves the hall)

Interaction between the music director and the teacher

THE ROLE OF THE TEACHER AND HOST AT THE HOLIDAY

The role of the presenter is very responsible. The presenter is the person who leads the festive matinee, combines all the elements of the holiday into an organic whole, explains to the children what is happening, and is the link between the audience and the performers. From the presenter to to a large extent The mood of the children at the holiday and the interest in the program being performed depend.
The main task of the leader is to carefully prepare for the performance of his duties. The presenter must know the matinee program well, must know the songs, dances, and games of children and, if necessary, help the children perform a dance or dramatization.
Before the matinee, the presenter must lay out all the attributes required by the scenario, check their quantity, and place the required number of chairs.
At a matinee, the presenter should behave freely and naturally. He shouldn't be verbose. What needs to be communicated to children should be presented simply and clearly. The presenter’s speech is greatly enlivened by an appropriate joke, a question for children, teachers, guests (for example: Have you seen how our kids dance with handkerchiefs?)
At a matinee, you need to speak loudly enough, clearly and expressively. The presenter not only tells what songs and dances will be performed, but also explains what is happening. The matinee should be carried out at a good pace. Extended speeches and pauses tire the guys
The presenter must be resourceful! Unforeseen moments may arise at the matinee (children did not have time to change clothes, the cast of performers has changed, a character did not appear on time, a musical number was missed, etc.). In such cases, the presenter must quickly find a way out of the difficult situation (jokes, riddles, involving the audience in resolving difficulties).
The host needs to learn how to end the holiday in an organized manner! After the treat, thank the guest (an adult character), say goodbye to him, be sure to remind him of the occasion for which everyone gathered in the hall (once again congratulate everyone on the holiday), invite the children to leave the hall in an orderly manner (unless another option is provided for in the script), i.e. stand one after another or in pairs and go out to the music, and not run to your parents.
The teacher, who does not play any role, is with the children of his group. He sings and dances with the children. The teacher must also know the program and the entire course of the holiday well and be responsible for the area of ​​​​work assigned to him (prepares attributes, details of costumes, changes clothes for children on time, adjusts costumes if necessary).
Children get great pleasure from solo and group performances by teachers (songs, dance, character). Adult characters also participate in games and dances (they pair up with children)
Costumes for the holiday are taken by teachers in advance so that they have the opportunity to check everything: wash, hem, make missing parts. If parents are tasked with sewing or decorating a costume, preparing attributes, parents must bring them in advance so that teachers can check them, otherwise at the holiday it may happen that the elastic bands on the parsley caps are torn, the attributes are broken, etc.
The holiday is over, but the holiday impressions live on in the children’s memories for a long time. They share them with their friends, teachers, parents, reflect them in their games, drawings, and modeling. The teacher strives to consolidate the most colorful impressions associated with the theme of the holiday. Children repeat their favorite dances, songs, and actions of individual characters. You can also conduct a consolidating musical lesson (leave the decoration of the holiday, details of costumes, attributes for games and invite them to remember what they liked, exchange impressions. Some performances can be repeated 2-3 times with a change of performers). You can perform holiday numbers in front of children of younger groups.
Parents can also take part in preparing the holidays: help in decorating the room, designing a wall newspaper, making costumes, playing small roles or reading poetry, performing musical numbers with their children.
Parents are welcome guests at the holiday. The head and the teacher (parent) assigned to help him warmly welcome the guests and place them in the hall. Parents must be warned that they need to bring replacement shoes. After the matinee, teachers invite parents to write down their impressions in the “Book of Reviews”
It is good to discuss the past holiday at a pedagogical meeting, where the positive aspects of the holiday and the mistakes made are discussed.

I. General provisions

1. The music director belongs to the category of specialists.
2. A person with specialized secondary or higher education is appointed to the position of music director.
3. Appointment to the position of music director and dismissal from it
4. The music director must know:
4.1. Constitution of the Russian Federation.
4.2. Laws of the Russian Federation, regulations and decisions of the Government of the Russian Federation and educational authorities on educational issues.
4.3. Pedagogy and psychology, developmental physiology, anatomy.
4.4. Sanitation and hygiene.
4.5. Individual characteristics of children's personality development, musical perception, emotions, motor skills and musical abilities of children of different ages.
4.6. Musical works of children's repertoire.
4.7. Rules and regulations of labor protection, safety and fire protection.
4.8. When working with children with developmental disabilities - the basics of defectology and appropriate techniques.
6. During the absence of the music director (vacation, illness, etc.), his duties are performed by a person appointed by order of the director of the institution. This person acquires the corresponding rights and is responsible for the high-quality and timely performance of the duties assigned to him.
II. Job responsibilities
Musical director:
1. Carries out development musical abilities And emotional sphere, creative activity pupils.
2. Forms their aesthetic taste using different types and forms of organization of musical activity.
3. Professionally masters the technique of playing a musical instrument.
4. Coordinates the work of teaching staff and parents (persons replacing them).
5. Determines directions pedagogical activity taking into account the individual and age characteristics of the pupils, as well as their creative abilities.
III. Rights
The musical director has the right:
1. Get acquainted with the draft decisions of the institution’s management concerning its activities.
2. On issues within his competence, submit for consideration to the management of the institution proposals to improve the activities of the institution and improve working methods; comments on the activities of the institution’s employees; options for eliminating existing shortcomings in the institution’s activities.
3. Request personally or on behalf of the institution’s management from structural divisions and other specialists information and documents necessary to carry out its implementation job responsibilities.
4. Involve specialists from all (separate) structural units in solving the tasks assigned to it (if this is provided for by the regulations on structural divisions, if not, then with the permission of the head of the institution).
5. Demand that the management of the institution provide assistance in the performance of his official duties and rights.
IV. Responsibility
The musical director is responsible for:
1. For improper performance or failure to fulfill one’s official duties provided for by this job description, - within the limits determined by the current labor legislation of the Russian Federation.
2. For offenses committed in the course of carrying out their activities - within the limits determined by the current administrative, criminal and civil legislation of the Russian Federation.
3. For causing material damage - within the limits determined by the current labor and civil legislation of the Russian Federation.

How actively do kindergarten teachers participate in the musical education of children? And do they all understand the importance of such participation? Alas, often the teacher considers it his duty to simply attend a music lesson - in order to maintain discipline. And some don’t even consider it necessary to be present - they say, during this time they will be able to do some things in the group... Meanwhile, without the active help of a teacher, the productivity of musical classes turns out to be much lower than possible. Carrying out the process of music education requires great activity from the teacher. When raising a child through the means of music, preschool teachers must clearly understand its importance in the harmonious development of the individual. To do this, you need to clearly and distinctly understand by what means and methodological techniques you can lay the foundations for the correct perception of music.

The teacher-educator needs:

1. Know all program requirements for music education.

2. Know the musical repertoire of your group, be an active assistant to the music director in music classes.

3. Assist the music director in children’s mastering of the program musical repertoire, showing examples of precise execution of movements.

4. Conduct regular music lessons with the children of the group in the absence of a music director.

5. Learn movements with lagging children.

6. Deepen children's musical impressions by listening to musical works in a group using technical means.

7. Develop children’s musical skills (ear for melody, sense of rhythm) in the process of conducting didactic games.

8. Possess basic skills in playing children's musical instruments (metallophone, timbre bells, wooden spoons, etc.).

9. Carry out the musical development of children, using all sections of work: singing, listening to music, musical and rhythmic movements, playing children's musical instruments, musical and didactic games.

10. Take into account the individual capabilities and abilities of each child.

11. Develop children’s independence and initiative in using familiar songs, round dances, musical games in classes, walks, morning exercises, and in independent artistic activities.

12. Create problem situations that activate children for independent creative expression.

13. Involve children in creative games, including familiar songs, movements, and dances.

14. Use children’s musical skills and abilities in classes for other types of activities.

15. Include musical accompaniment in the organization of classes and routine moments.

16. Take direct part in the diagnostic examination of your students to identify musical skills and abilities, the individual capabilities of each child.

17. Take an active part in the preparation and holding of holidays, entertainment, musical leisure, and puppet shows.

Sections: Working with preschoolers

The problem concerning the peculiarities of interaction between the teacher and the music director is not new. Issues of professional cooperation between teachers were considered in the works of Vetlugina N.A., Zimina A.N., Radynova O.P., Gogoberidze A.G. etc.

At present, when one of the requirements of FGT is the integration of all educational areas and, consequently, the activities of the entire kindergarten staff in the process of forming integrative personal qualities children, issues of cooperation between participants in the pedagogical process are highlighted most acutely. In this regard, it is necessary to build a system of work for the interaction of preschool teachers.

The inspirer and organizer of the process of musical education and development of a preschool child in kindergarten is the music director, with the assisting participation of the teacher. However, in practice such interaction does not always occur.

Causes of problems in implementing mutual cooperation:

Musical director	Educator
1. Does not know (or does not know well) the features of the general cultural competence of teachers of a particular kindergarten, their musical needs and interests, and also has a poor understanding of their role in the pedagogical process.	1. Does not know (or does not know well) the functional responsibilities of the music director, his role in the pedagogical process of the preschool educational institution.
2. There is no professional help and support for each other, joint solution to the problems of raising and developing a child through music (often it all comes down to preparing matinees and entertainment).
3. Self-withdrawal from the pedagogical process in preschool educational institutions (does not participate in methodological work, drawing up an annual plan, etc.)	3. Does not know his responsibilities during a music lesson.
4. Does not have sufficient knowledge of the basics of pedagogy and psychology of preschoolers.	4. Does not have special performing skills, is poorly oriented in the world of musical art, and is practically unfamiliar with the specifics of the children's musical repertoire. Has poor knowledge of the basics of music education methods.
5. There is no system for working with families.

To resolve emerging contradictions, the music director must:

• carry out personal and professional self-development, self-education: increasing professional competence through the enrichment of general cultural, basic, special competencies;
• know your professional functions (see Appendix 1) and introduce teachers to them;
• analyze your work with teachers;
• conduct a diagnosis (based on observations, conversations, questionnaires) of the level of basic competence of the teacher on the issues of musical education of preschool children (see appendix);
• plan and, as necessary, adjust your work with teachers to improve professional competence based on available data;
• together with the teacher, design a holistic, but at the same time variable pedagogical process in a preschool educational institution, in which each child could manifest, develop and be educated to the maximum;
• work with the teacher in the system, taking into account the characteristics of the preschool educational institution and the specific teacher;
• actively participate in the methodological work of the preschool educational institution.

One of the leading areas of professional interaction should be mutual enrichment of professional experience of teachers . It cannot be allowed to be only one-sided, for example, in the traditional sense - from the music director to the teacher.

The commonality of professional and pedagogical tasks as the basis for cooperation and co-creation of the music director and preschool teacher
(according to Gogoberidze A.G.)

Educator	Musical director
1. Study of the child’s individual characteristics and capabilities, including those related to the musical activities of a preschooler.	1. Study of the child’s individual characteristics and capabilities in the context of musicality.
2. Taking into account the individual characteristics and capabilities of children in the holistic educational process.	2. Same
3. Tracking the nature of changes occurring with the child during the educational process of kindergarten, the nature of his progress in development, including	3. Tracking the nature of changes occurring with the child during the educational process of kindergarten, his progress in musical development.
4. Determining the effectiveness of the influence of pedagogical conditions implemented in kindergarten on the diversified development of a preschooler.	4. Determining the effectiveness of the influence of pedagogical conditions implemented in kindergarten on the musical development of a preschooler.
5. Design and organize a holistic educational process that promotes the holistic development of a preschool child.	5. Design and organize a holistic educational process that promotes the holistic musical development of a preschool child.
6. Familiarization with the repertoire for children to listen to and perform in order to assist in the work of a music teacher.	6. Familiarization with the pedagogical tasks of the general development of preschoolers of this age.
7. Knowledge of the tasks of musical education and development of preschool children, analysis of their solution from the point of view of the basic competence of a music director.	7. Studying the characteristics of the general cultural competence of a kindergarten teacher, knowledge of his musical needs and interests.
8. Providing professional assistance and support to each other, jointly solving problems of child upbringing and development, including the tasks of musical education.	8. Providing professional assistance and support to each other, jointly solving the problems of raising and developing a child through music and musical activities.
9. Creation of a unified cultural and educational space in the teaching staff educational institution, in kindergarten, the pupil’s family, in kindergarten and cultural institutions.	9. Creation of a unified cultural-educational musical-aesthetic space in the teaching staff of an educational institution, in a kindergarten and a student’s family, in a kindergarten and cultural institutions, collaboration with musical institutions of the city, district of preschool education.
10. Creation of a developing musical and educational environment in kindergarten as one of the most effective conditions, initiating the processes of holistic musical (artistic) development and education of the child.	10. Creation of a developing educational environment in kindergarten as one of the most effective conditions initiating the processes of holistic development and upbringing of a child.
11. Personal and professional self-development, self-education: increasing professional competence through the enrichment of general cultural, basic, and special competencies.	11. Same

Forms of interaction between the music director and the teacher:

• development of unified diagnostic cards for child musicality; joint discussion of diagnostic results and individual musical manifestations of the child in the classroom and in everyday life;
• joint design of work plans, their adjustment as common tasks are solved;
• mutual consultations on use musical material in the educational process of preschool educational institutions, in solving various problems of education and development;
• mutual attendance at classes followed by discussion;
• musical lounges and evenings of meetings with music, organized at preschool educational institutions;
• joint preparation of workshops on the problem of holistic education and development of a preschool child through music;
• joint organization parent meetings on the problem of musical education and child development;
• joint design of a musical and educational environment in preschool educational institutions, in groups;
• organization of reviews and competitions of projects of the musical development environment in preschool educational institutions, in a separate group;
• compiling a musical and professional music library, a bank of pedagogical techniques and technologies for using music in solving various problems in the education and development of preschool children;
• interaction with the methodological service of the preschool educational institution.

Due to the fact that currently there are many teachers working in preschool institutions who do not have special preschool education, the music director needs to conduct active educational work. He must, in a short time, give teachers specific knowledge on the methods of musical education, form a basic level of performing skills in them, and introduce them to the repertoire (of the group in which the teacher works). An effective form of work to improve the professional competence of educators is workshops (see appendix). They need to be planned together with the preschool methodologist and reflected in annual tasks.

Another effective form of work between a music director and teachers is review competitions. They activate the creative potential of teachers, children, and parents. One of the options is a review-competition of musical corners (see appendix). Music centers are organized in each age group. This work is carried out by teachers with the active assistance of the music director.

A music teacher must:

• tell educators about the requirements for the organization of musical zones, their content (in accordance with age characteristics);
• provide a list of literature on the manufacture of options for instruments for a noise orchestra and various attributes;
• note the need to involve parents and children (especially older preschool age) to participate in the design of the music area;
• introduce the position of the review-competition.

To summarize the above, I would like to note once again that the modern goals and objectives of preschool education outlined in FGT cannot be implemented by each participant in the pedagogical process individually. Therefore, the problem of cooperation between specialists and teachers in the context of the holistic development of the child must be solved in every kindergarten.

Strelchenko Svetlana Yurievna,

musical director

MBDOU "Kindergarten No. 29" Yayva

Modern forms interaction between music director

with the teaching staff and family

Introducing children to the art of music can be successfully carried out only if preschool teachers have close contact with the family. The child receives his very first life lessons in the family, so it is important from the first days of the child’s visit to the preschool educational institution to establish contact with the parents, so that in the family, and not just in the kindergarten, favorable conditions are created for the child to communicate with music.
In accordance with the requirements of the Federal State Educational Standard, parents become direct participants in the educational process in a preschool educational institution, therefore the issue of joint activities of a kindergarten and a family in the musical education of children is especially relevant today.

The search for new forms of cooperation between the music director, teachers and parents of children is the most important direction in ensuring the quality of music education for preschool children.

Target:to focus on maintaining continuity between the family and the preschool institution in approaches to solving the problems of children's music education.

To this end, the music director should acquaint parents with the dynamics of the development of children’s musical abilities, with the achievements of children in the field of musical development, with the repertoire mastered by children in a preschool educational institution (at the request of the parents).
The task of the music director: to reveal to parents important aspects of the child’s musical development at each age level of preschool childhood, to interest and captivate the creative process of development of the harmonious formation of personality, his spiritual and emotional sensitivity.

The quality of the implementation of the music education program for children in preschool educational institutions depends on the level of professional competence and musical culture of educators who directly communicate with children throughout their entire stay in the preschool educational institution.

The interaction between the music director and the teaching staff of the preschool educational institution includes the following forms:

Individual and group consultations, during which theoretical issues of musical education are discussed; methods individual work with children, musical and educational work in groups, issues of organizing the musical environment of a preschool educational institution, discussion of scenarios for holidays and entertainment; making festive decorations, decorations, costumes, decorating the interior of a preschool educational institution for the holidays;

Practical classes of the teaching staff, including learning the musical repertoire used in classes, mastering and developing the musical performing skills of teachers;

Conducting evenings of leisure and entertainment, followed by analysis and discussion from the point of view of interaction of the entire teaching staff in solving the problems of children's musical development.

Participation in pedagogical councils of preschool educational institutions.

Interactionwith the family is carried out in the following forms:

1. Musical NNOD (open music classes).

The goal is to increase parental competence in the musical field (Open Day):

1) Individual and age characteristics of the child;

2) In the field of all types of musical activities to consolidate the skills acquired in musical educational activities in kindergarten.

2. Master classes, workshops.

1) acquisition by parents of practical skills in musical development (breathing gymnastics, articulation gymnastics, logorhythmics...);
2) in order to get acquainted with the children's musical repertoire, learning to play music together with children, equipping parents with the basics of musical knowledge about musical instruments necessary for raising a healthy child (listening, making, playing...).

3. Joint celebrations and entertainment, games, musical lounges with theatrical elements.
In order to create a culture of communication with your child, kindergarten staff and other children and adults (“Mother’s Day”, “Defender of the Fatherland Day”, “Autumn Skits”, “March 8”).
Parents are full participants in such actions - from idea to implementation:
- Exchange of ideas, practical advice about the upcoming holiday;
- Learning poems, songs, dances, working on a role, inventing fairy tales and stories;
- Preparation of individual rooms;
- Sewing festive costumes, preparing props;
- Assistance in decorating the premises;
- Assistance in making surprises and gifts.

4. Information and analytical stand promoting issues on musical and aesthetic education of preschool children among parents.

It contains information regarding:
- Works of the music hall, schedule of music classes;
- The importance of musical education of children;
- Information about music education programs used in kindergarten;
- A list of recommended literature on music education, as well as musical games and exercises that can be done at home;
- About the features of the emotional world of a preschooler;
- Photos of classes, performances.

5. Individual conversations with parents.

6. Consulting parents on the organization of musical education of children in the family.

Conducted for the purpose of musical education of parents, on the topics:
"Musical education in the family"
“For parents about musical education”,
“Tips: musical education”,
"How to listen to music with your child."

7. Folders - moving.

They introduce parents in more detail to the system of music education for preschool children, and provide information about what can be taught to a child at a certain age by systematically attending “Music classes in kindergarten”:
"Musical games in kindergarten"
“Does your child like to sing?”
“Formation of a child as an individual in the process of familiarization with folk games”,
“10 reasons why a child should study music!”,
“How music comes into life...”
“Music and its influence on the development of children”, etc.

Involving parents in active cooperation with the group, on the eve of the New Year, the teacher of the “Solnyshko” group organized a competition-exhibition of crafts “My girlfriend, New Year's toy" Parents presented their experience in making crafts and toys with their own hands. And for the holiday of March 8, she organized an exhibition “My mother is a needlewoman!” Mothers showed their skills and creativity in handicrafts. After the competitions, I presented letters of thanks to parents for their participation.

Birthday is the most main holiday in childhood. The group is always open to parents. Some mothers came and celebrated their baby’s birthday together in a group. They organized a holiday for each child: they danced in a round dance, sang “Loaf”, played outdoor games, congratulated them, lit candles and fireworks on the cake, gave gifts to the birthday children, and treated them to sweets. Each child received a personal greeting card. Everything that happened at the holiday was captured on photo and video camera. As a souvenir for parents about the holidays “Birthday in kindergarten, we wrote down DVD The disk was given to everyone.

While working on innovative forms of working with families, we organized the event “Father Frost and Snow Maiden visiting the kids.” Continuing to establish positive relationships with families, uniting children and parents with the spirit of the coming New Year's holiday, visited the families of our students. Father Frost and Snow Maiden came to visit the children, wished them a Happy New Year, danced around the Christmas tree, sang New Year's songs, listened to children's poems, and played games. And then Santa Claus gave gifts to the children.

Parents can always look at photo albums: “Let's get to know each other!” (introduction to the group staff, preschool specialists), “Our group Chamomile” (subject-developmental environment), “Chamomile of good deeds” (parents helping the group), “Top - clap, kids!” (children at music classes and entertainment), “Be healthy, baby!” (informing parents on health issues) and many others (on at the moment there are 65 different photo albums, containing from 40 to 200 photographs). Each photo is commented by the group administrator. For easy viewing, parents made personal photo albums for each child (20 photo albums). I also added video materials with the participation of children on various topics. Popular videos have become “ New Year's party", "Celebrating birthdays", "Like we live in our kindergarten, we have a lot of fun."To coincide with the organized event at the preschool educational institution “Mother’s Day”, I held a holiday for mothers “You are the best in the world, Mom!” The holiday took place in a friendly atmosphere with tea drinking. She congratulated the mothers with a touching poem, spoke briefly about the history of the holiday, visited the photo gallery “There is no more beautiful woman in the world than a woman with a child in her arms,” looked at the exhibition of children’s works “Mom is my sunshine,” and held funny competitions. Moms especially liked the remote video concert, which was broadcast through a laptop. The video concert featured greetings from children to their mothers, a song and a dance. The mothers were surprised and delighted by this gift. At the end of the holiday, I presented letters of gratitude to the mothers for their active participation in the life of the group.Photo and video materials on the kindergarten website.

If it is correct and in a system to organize work on music education with parents, use different shapes work, then parents become participants in the musical educational process with children and the artistic and aesthetic education of children will be more effective. This approach encourages creative collaboration, eliminates alienation, instills confidence and solves many problems in musical education.

List of used literature:

1. Doronova T.N. Together with the family - M.: Education, 2006.
2. Davydova I.A. Forms of musical work head of preschool educational institution with parents // September 1. 2013.

3. Zatsepina M.B. Child development in musical activity - M.: Creative Center, 2010.

4. Kalinina T.V. New information Technology in preschool childhood // Preschool educational institution management. 2008. No. 6.

5. Radynova O.P. Musical education in the family - M.: Education, 199

Anna Smirnova
Pedagogical interaction between the teacher and the music director in order to improve the process of musical development of children

Problem pedagogical interaction between the teacher and the music director in preschool educational institution - one of important: success depends on its solution.

Often teacher considers it his duty only to attend musical lesson - with a purpose maintaining discipline. And some don’t even consider it necessary to attend - they say, during this time they will be able to do some things in the group. Meanwhile, without active help teacher productivity musical classes turns out to be much lower than possible.

Educator, being in constant contact with children, is usually inactive in implementing musical education and teaching preschoolers. Usage music in everyday life in kindergarten, in classes speech development, fine arts- very rare. Music classes, held twice a week, and several holiday matinees throughout the year cannot satisfy the need children in music, musical development.

I like music director, I would like to see interest teachers during a music lesson. When a child sees that teacher performs all tasks with interest, then he himself gets involved in process with even more inspiration. After all teacher for him there is absolute authority, and no matter what happens in class, the child will constantly focus on teacher. Therefore I advise educators try on the role of a child who is interested in everything class: sing songs in chorus, dance fervently, listen thoughtfully musical works but don't forget what's coming pedagogical process which needs to be controlled.

What rules should be followed for successful the process of musical development of preschool children?

1. On musical During the lesson, children must be smartly dressed, have comfortable shoes on their feet, and girls must wear skirts.

2. Starting from the middle group children need to be built, alternating between a boy and a girl.

3. You should arrive to class 1-2 minutes before the start to line up and get set up children for class.

4. Educator Brings a notebook and pen with you to write down the words of songs, games, dance movements, recommendations, etc.

5. During class, it is advisable not to leave the room so as not to be distracted. children and don’t miss any material.

6. Do exercises with your children. Movements of dancing, games, singing songs, etc.

7. Monitor the correct execution of movements by children.

8. In free activities, consolidate the material received in class.

An important place when solving a problem improving the process of musical development of preschool children, belongs to holidays and entertainment that remain in memory for a long time children, And memories which are often prompted children to independent musical activities.

A holiday in kindergarten is a common cause! Huge and labor-intensive work team: educators, specialists, housekeepers, cooks, administration, etc. Each has their own role and responsibilities.

I believe that the successful holding of a holiday depends on joint organized work teachers.

1. Notify children and their parents that children dress smartly for the holiday and according to their wishes (if costumes are not specified in the holiday script).

2. Before the matinee in the group, it is necessary to create a festive atmosphere.

3. To the teacher you need to be smart, have suitable shoes, meet children in high spirits.

4. When preparing for the holiday, involve everyone as much as possible children.

5. Learn poems, roles, etc. with children.

6. Both must be present at the celebration itself. educators.

7. The presenter must pronounce the text emotionally, loudly, clearly, without fear of the guests, maintaining a friendly atmosphere at the holiday.

8. When children perform dances and round dances, perform movements with them.

I'm like musical director I try to help in solving such an important problem musical education how to develop the ability to be independent musical activity.

In a group with educators we create conditions so that children listen on their own initiative music, sang, played children's musical instruments, staged songs, performed round dances, etc.

Musical games and dances have great opportunities for independent actions children. Among the games, the main place is occupied by « music lessons» and concerts based on the experiences children have gained in the classroom.

Playing music lesson, the guys distribute roles teacher, music director. IN process games copy the structure of the lesson, behavior and intonation of adults.

In the concert, children organize alternating different numbers, performed by a group children-"artists", for my comrades - "spectators".

Children in independent musical activities often use the game for DMI.

In independent practice children a hearing may also take place music. Educator at their request, uses a tape recorder, and everyone listens to vocal and instrumental music together music.

In independent activity, the child chooses his own activity and realizes his plans. But this does not mean that he is left to his own devices. to myself:

1. The teacher organizes the conditions, promoting development of children's activities on their initiative.

2. Educator tries to influence child's musical impressions received by him in kindergarten and family.

3. Educator must be tactful, become, as it were, an accomplice in children's games.

Thus, successful and systematic interaction between music director and teacher kindergarten in carrying out tasks musical and artistic education preschoolers allows you to achieve goals and objectives defined educational program Preschool educational institutions in the educational field « Music» , and most importantly develop activity in children, independence and initiative.

Publications on the topic:

Annual plan of the music director of the preschool educational institution for the 2015–2016 academic year (NOD; interaction with teachers, children, parents) Annual plan of musical and educational activities for the 2015-2016 academic year. Goal: Amplification of the development of preschool children.

Individual professional development plan for a music director Individual plan for professional development of a teacherMusic director Gladkova Svetlana Vladimirovna 2015-2016 1. Compilation.

Forms of cooperation between the music director and the teacher in a preschool educational institution in the direction of the musical development of preschool children Forms of cooperation between the music director and the teacher in a preschool educational institution in the direction of the musical development of preschool children. Carrying out musicals.

Experience using ICT to improve the quality of the educational process Prepared by Category I teacher: Olga Nikolaevna Denisova The use of ICT (information and communication technologies) is one thing.

Report of the music director “Monitoring the quality of the educational process” Music director's report: “Monitoring the quality of the educational process.” In the 2014-2015 academic year, music education was provided at the MADO.

The use of presentations in the work of a music director and teacher Presentations to help music directors and educators. Modern life is already quite difficult to imagine without the use of information.

Consultation “Interaction between the music director and parents” A person masters musical culture throughout his life. The most important stage of this process is preschool childhood. However.

Methods of interaction between a teacher, a speech therapist and a music director For the first time, a system of musical-rhythmic movements was developed by the famous Swiss musician-teacher E. Dalcroze. Dalcroze method.

Joint lesson between a teacher-psychologist and a music director in a secondary group for children with disabilities A joint lesson between a teacher-psychologist and a music director in middle group for children with disabilities “Journey to the land of skillful fingers.

“The musical environment is the basis for the development of musical talent.” Speech by the music director at a parent meeting Goal: to acquaint parents of pupils with the signs of musical talent in children, with the creation of conditions for the development and realization of abilities.

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