Municipal budgetary preschool educational institution

"Snowdrop kindergarten" in the city of Kansk, Krasnoyarsk Territory

Project

“Health-saving technologies in music classes”

Trubina Natalya Aleksandrovna, music director, MBDOU “Kindergarten “Snowdrop”, Kansk

Project type : creative

Project participants: music director, children, teachers, parents.

Implementation period: short

Project support:

Visual material: cards with chant songs,CD-discs with recordings of music for breathing exercises, articulation exercises, recreational and phonopedic exercises, play massage, finger and speech games, music therapy, recordings of classical music by Chopin, Schubert, Liszt, Tchaikovsky, Beethoven, Oginsky, Grieg, Mozart, Rachmaninoff, etc.

Technical means: stereo system, laptop.

Handouts: hoops, balls, magnificent plumes.

Demonstration material for games.

Methodological support of the project:

Scenario of sports and music festivals.

Card index of games.

On musical education: "Methods of musical education in kindergarten by N. Vetlugina, Musical Education by O. Radynova, Rhythmic Mosaic Program by A. Burenina, etc.
- on raising a healthy child: “How to raise a healthy child” In Alyamovskaya, Health program for preschoolers “Green Light of Health” by M. Kartushina, “Breathing gymnastics” by A. Strelnikova, “Psycho-gymnastics” by M. Chistyakova,
developed by V. Emelyanov.

Lesson plan.

Project presentation:

Sports festival with the participation of children “Do with us, do like us, do better than us.”

Problem: 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 school.
Despite the tendency to revive a healthy lifestyle in Russian families and its active propaganda in the media, most parents do not adequately 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 child’s physical, intellectual, emotional and personal development, actively introducing the most effective health-saving technologies into this process.
All this determined the relevance of the problem of preserving and strengthening the health of children in any lesson, including music.

Thus, this project is aimed at preserving and strengthening the health of children in a children's institution.

Target: Develop and conduct music classes, including health-saving technologies in their planning, ensuring that each child strengthens mental and physical health, identifies and develops musical and creative abilities, and develops the habit of healthy image life.

Tasks:

Maintain and strengthen physical and mental health.

Create conditions that promote emotional well-being

every child.

Using health-saving technologies, increase the adaptive capabilities of the child’s body (intensify protective properties, resistance to diseases).

Form correct posture and hygiene skills.

Hypothesis: The development of musical abilities of preschoolers and the strengthening of their health will be more successful with the systematic use of health-saving technologies in a playful way in music classes.

Project implementation stages:

Organizational

Studying literature on this issue

Accumulation of methodological material

Self-education

Acquaintance with new health-saving technologies, assessment of the possibility of their use in music education

Determining the main sources of information and necessary resources for work.

December

2012

Stage 2

Practical

Creation of methodological developments for project implementation

Music classes using health-saving technologies

Entertainment and leisure using these technologies for children and their parents

Musical and valeological classes

Music therapy in the daily life of preschoolers

Circle "Domisolka"

Musical and physical education entertainment

Self-education

Music classes, entertainment, consultations

Throughout the entire period

Stage 3

Generalizing

Study of the results of practical activities

Analysis, generalization of the results obtained, development methodological recommendations and benefits

Throughout the entire period

Contents and structure of the project.

Successful solution of the assigned tasks is possible subject to the integrated use of forms of organizing musical activities and recreational work of the entire teaching staff of the preschool educational institution.

Physical education, health, music and valeology events are held in group rooms, a music room and on the territory of the preschool educational institution.

All premises are equipped with appropriate equipment and meet hygienic requirements.

The music hall hosts all types of music classes, entertainment, leisure, and holiday matinees. The music room is well lit, has 2 exits, and is regularly cleaned and ventilated. To work on music education we have everything you need:

musical instruments: piano, accordion;

library of methodological and musical literature;

audio and video library;

selections of musical and didactic games and manuals;

laptop for showing presentations and films;

for playing music, a collection of children's musical instruments (including homemade ones) for a folk orchestra has been collected;

musical toys;

attributes and decorations for games and theatrical performances.

In the group rooms of the kindergarten there are musical and theatrical corners with an abundance of musical and didactic games and aids, noise musical instruments, costumes, and attributes. Here children can develop their musical and creative abilities independently or together with a teacher. Multifunctional screens and decorations were made for theatrical performance.

On the territory of the preschool educational institution there are various safe sports equipment and a sand pit for long jumps. Morning exercises in the warm season, physical education classes, competitions, and sports entertainment take place here.

Musical classes using health-saving technologies.

The main form of musical activity in preschool educational institutions is music classes, during which systematic, purposeful and comprehensive education and formation of the musical and creative abilities of each child are carried out. Types of classes - individual, subgroup and frontal. In terms of content – ​​typical, dominant, thematic, complex, integrated.

Approximate schemes of musical and music-valeology classes have been developed, including health-saving technologies.

Algorithm for conducting a music lesson using health-saving technologies ( preparatory group)

Total duration of the lesson – 30 minutes

The use of health-saving technologies can vary in each musical lesson, depending on the plot, tasks, and the use of certain types of musical activities.

The system of musical and recreational work involves the use ofthe following health-saving technologies :

Valeological chants;

Breathing exercises;

Articulation gymnastics;

Health and phonopedic exercises;

Play massage;

Finger games;

Speech games;

Music therapy.

Valeological chants.

All musical lessons begin with them. Simple, kind texts (including the program “Hello!” by M. Lazarev) and a melody consisting of the sounds of a major scale lift the mood, set a positive tone for the perception of the world around us, improve the emotional climate in class, and prepare the voice for singing.

Breathing exercises.

Breathing exercises have a positive effect on metabolic processes that play important role in the blood supply, including lung tissue; contribute to the restoration of the central nervous system; improves the drainage function of the bronchi; restores impaired nasal breathing; corrects various deformations of the chest and spine that have developed during the course of illness.

Articulation gymnastics.

The main part 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 train the muscles of the speech apparatus, orientate oneself in space, and teach one to imitate the movements of animals. As a result of this work, the level of development of children's speech and singing skills increases, musical memory and attention improve.

Health and phonopedic exercises.

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 by V. Emelyanov and M. Kartushina contribute to the development of nasal, diaphragmatic, abdominal breathing, stimulation of the laryngopharyngeal apparatus and brain activity. The work uses health-improving exercises for the throat, intonation-phonetics (correcting the pronunciation of sounds and activating phonation exhalation) and vocal signals of pre-speech communication, games with sound.

Play massage.

Performing massage manipulations expands the capillaries of the skin, improving blood and lymph circulation, actively affects the body's metabolic processes, and tones the central nervous system. The use of play massage increases the protective properties of the upper respiratory tract and the entire body, normalizes vegetative-vascular tone, the activity of the vestibular apparatus and endocrine glands. The incidence of upper respiratory tract diseases is decreasing.

Finger games.

Games allow you to stretch and massage your fingers and palms, having a beneficial effect on all internal organs. They develop the child’s speech and motor qualities, increase the coordination abilities of the fingers (preparation for drawing, writing), connect the finger plate with expressive melodic and speech intonation, and form figurative and associative thinking based on oral Russian folk art.

Speech games.

Allow children to strengthen their vocal apparatus and master all the expressive means of music. Speech music-making is necessary, since musical hearing develops in close connection with speech hearing. Musical instruments, sounding gestures, movement, sonorous and coloristic means are added to the sound. In addition, the formation of speech in humans occurs with the participation of gestures, which can accompany, decorate and even replace words. Plastic art introduces pantomimic and theatrical possibilities into speech music-making. The use of speech games in music classes and theater classes effectively influences the development of emotional expressiveness of children's speech and motor activity.

Music therapy.

Listening to properly selected music improves children's immunity, relieves tension and irritability, headaches and muscle pain, and restores calm breathing. Music therapy is carried out by preschool teachers throughout the day - children are greeted, put to bed, and raised after nap to appropriate music, use it as a background for classes and free activities.

Music for meeting children and their free activities

Classic:

J.S.Bach. "Prelude in C Major".

J.S.Bach. "Joke".

I. Brahms. "Waltz".

A.Vivaldi "The Seasons"

J.Haydn. "Serenade"

D. Kabalevsky "Clowns"

D. Kabalevsky "Peter and the Wolf"

W.A.Mozart "Little Night Serenade"

W.A. Mozart "Turkish Rondo"

I. Strauss "Trick Truck Polka"

Songs for children:

"Antoshka" V. Shainsky

"Bu-ra-ti-no" Yu. Entin

"Be Kind" A. Sanin

"Cheerful Travellers" M. Starokadomsky

“We divide everything in half” V. Shainsky

"Long live surprise" Yu. Entin

“If you are kind” B. Savelyev

"Rays of hope and goodness" E. Voitenko

"True Friend" B. Savelyev

"Song about wizards" G. Gladkov

Music to wake up after a nap

L.Boccherini "Minuet"

E. Grieg "Morning"

A. Dvorak "Slavic dance"

Lute music of the 17th century

F. Liszt "Consolation"

F. Mendelssohn "Song without words"

W. Mozart "Sonatas"

M. Mussorgsky "Ballet of the Unhatched Chicks"

M. Mussorgsky "Dawn on the Moscow River"

C. Saint-Saens "Aquarium"

Music for relaxation

T. Albioni "Adagio"

J. S. Bach "Aria from Suite No. 3"

L. Beethoven "Moonlight Sonata"

K. Gluck "Melody"

E. Grieg "Song of Solveig"

C. Debussy "Moonlight"

Lullabies

N. Rimsky-Korsakov "Sea"

G. Sviridov "Romance"

C. Saint-Saens "Swan"

Musical classes using health-saving technologies are effective when taking into account the individual and age characteristics of each child and his interests. The success of classes is impossible without the joint work of the music director and the teacher, who actively helps and organizes independent music-making in the group.

Literature.

Arsenevskaya O.N. "The system of musical and recreational work in kindergarten" Volgograd, ed. "Teacher", 2009.

Kartushina M.Yu. "Health activities with children 6-7 years old" Moscow, ed. Sphere shopping center, 2208.

Podolskaya E.I. "Forms of health improvement for children 4-7 years old" Volgograd, ed. "Teacher", 2009.

Aurika Sergeeva
Health-saving technologies in music classes at preschool educational institutions

“Singing is one of those types musical activity, in the process of which an aesthetic attitude to life, to music, is enriched by the child’s experiences, actively formed musically– sensory abilities and especially musically– auditory representations of sound relations.”

N. A. Vetlugina

adult in that he is very fragile. Therefore, a careful and very careful attitude towards it is required. The singing voice has been compared to musical instrument, which the child uses from an early age. The whole complex is successfully formed in singing musical abilities: emotional responsiveness to music, modal feeling, musically– auditory representation, sense of rhythm. Therefore, first of all, a song repertoire should be thought out, accessible in content, simple in method and in text. In addition, children receive various information about music, acquire skills and abilities. You should pay attention to the correct formation of vowels, on which the quality of the sound depends. In younger children preschool age Sometimes small compactions are observed on the vocal cords, the so-called "knots of screamers". The basis of this disease is vocal overstrain and long-term trauma to the vocal folds. To prevent this from happening, first of all necessary:

Create a favorable atmosphere for singing hearing;

Do not allow children to force the sound, both during singing and during speaking;

Teach children to talk to each other calmly, without tension or shouting.

If a child speaks with a ringing voice, then when he sings he will have a ringing sound. It is important that the child can hear and "feel" his voice, then he will begin to sing in a natural voice. If this does not happen, you must resort to exercises:

Speech games (develop hearing and sense of rhythm);

Finger games (combine finger plasticity with expressive melodic and speech intonation);

Play massage (tones the nervous system);

Game-rhythmic exercises (promote the development of imagination);

Valeological songs (prepare voice for singing);

- music therapy(relieves tension and restores calm breathing).

Realized in singing child's musical needs, since he can sing familiar favorite songs at any time of his own free will.

Compliance with basic rules of vocal and hearing hygiene;

Organization of a favorable sound atmosphere in the group and outside it;

Selection of a repertoire of children's songs, according to the age and physiological characteristics of preschoolers;

Elimination of the causes causing disturbances in normal voice formation: timely treatment of rhinitis, ear diseases, upper respiratory diseases in children.

You really should protect children from colds - avoid talking loudly in wet weather. cold weather, and also - do not allow drinking cold water, eating ice cream while it's hot.

Singing is a complex process of sound formation, in which the coordination of hearing and voice is very important, i.e. the interaction of singing intonation (not fake sounding) and auditory muscle sensation. Noting that a person does not just experience, remembering musical sound, but always sings these sounds "About myself", with muscle tension, the Russian physiologist I.M. Sechenov also emphasizes the instinctive onomatopoeia characteristic of a child. “A sound or series of sounds identified in consciousness serves as a standard for the child, to which he adjusts his own sounds and does not seem to calm down until the standard and its likeness become identical...”

Research into the relationship between hearing and voice is being conducted by many scientists. Dr. E.I. Almazov, who studies the nature of the child’s voice, emphasizes the special importance of developed hearing for correct vocal intonation. Analyzing the imperfect quality of children's singing, he names the reasons (hearing defects, sore throat, lack of connection between hearing and voice) and speaks of the need for timely medical examinations and treatment of these diseases.

ADVICE FOR PARENTS:

Try to listen as often as possible music with children;

Talk to your child in an even tone, without raising your voice;

Discourage singing adult songs;

Try to maintain a speech regime at home and on the street.

Singing is a complex psychophysical process, the result of the function of all vital important systems body. Not only do they react to the singing load "purely singing" organs, but also the cardiovascular neuroendocrine system, which respond to singing by changing pulse, arterial blood pressure, and body temperature. With the correct singing load, these changes are insignificant and not dangerous to the body. Even, moreover, systematic singing exercises play a healing role, improves breathing and blood circulation.

Only the joint efforts of teachers and parents will help solve the problems of developing a child’s voice and protecting it.

Publications on the topic:

Consultation “Health-saving technologies. Rhythmoplasty and logorhythmics in music lessons" Slide No. Contents of the work Caring for the health of children is the most important task of the entire society. One of the conditions for the full development of preschool children.

Dear colleagues, I would like to share my master class, which was very interesting and good. To make it interesting for teachers.

The 21st century is the century of computers. There is not a single child who has not encountered a computer; children begin to use it very early.

New health-saving technologies in music classes New health-saving technologies in music classes. Prepared by Irina Vladimirovna Stotsenko. In many ways, it depends on the health status of the children.

Health-saving technologies in music classes Health-saving technologies in music classes Prepared by music director E. V. Mashchenko. Musical health work.

HEALTH-SAVING TECHNOLOGIES IN MUSIC CLASSES.

The purpose of introducing health-saving technologies:maintaining and strengthening the mental and physical health of children.

Stages of technology implementation.

Stage 1. Analysis of the conduct of classes from the standpoint of health conservation.

Stage 2 Setting practical problems based on the results of the analysis.

Stage 3. Studying methodological literature.

Stage 4 Analysis of methodological literature. Selection of material for work and consultations.

Stage 5 Introduction into practice.

Stage 6. Monitoring results. Analysis of classes. Diagnostics.

1. ANALYSIS OF CLASSES FROM A HEALTH PROTECTION POSITION. (Stage 1)

A sick child who is lagging behind in physical development gets tired faster, has unstable attention, weak memory, and low performance. 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 problems as music. Moreover, music, of all types of art, is the most powerful means of influencing a person.

I began my work in this direction by analyzing classes from a health-saving point of view.

Analysis of the lesson from the perspective of health conservation.

May 2007

2. SETTING PRACTICAL TASKS BASED ON THE RESULTS OF THE ANALYSIS (STAGE 2).

After analyzing the classes, I came to the conclusion that it is necessary:

• systematize the conduct of physical education minutes in class (during sedentary activities - singing, listening to music),
• at the beginning and end of the lesson, introduce elements that allow you to put children in the right mood (invigorate, calm down),
• systematize the use of health-saving elements during dances and dramatization games.

In my work with children, one way or another, I have always used the following types of healing:

• logorhythmics (this is a method of overcoming speech disorders by developing the motor sphere in combination with words and music);
• finger gymnastics (development fine motor skills);
• psycho-gymnastics (studies, games and exercises aimed at developing and correcting various aspects of the child’s psyche, both cognitive and emotional-personal). Psychogymnastics includes facial exercises; relaxation; communicative games and dances; sketches for the development of expressiveness of movements, staging; music therapy;
• Breathing and articulation gymnastics. Breathing affects sound pronunciation, articulation and voice development.
• Rhythmoplasty.

For a deeper study and systematization of knowledge on the topic of using health-saving technologies in a music lesson, I turned to methodological literature.

3.STUDYING METHODOLOGICAL LITERATURE.(STAGE 3)

Burenina A. I. Rhythmic mosaic: (Rhythmic plasticity program for children of preschool and primary school age).

Galtsova E.A. "Funny stories about everything in the world".

O.N. Arsenevskaya. System of musical and recreational work in kindergarten: classes, games, exercises.

Alyabyeva E.A. Logorhythmic exercises without musical accompaniment: Methodological manual.

Alyabyeva E.A. Psycho-gymnastics in kindergarten: Methodological materials to help psychologists and teachers.

Kartushina M.Yu. Logorhythmics 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.

4. ANALYSIS OF METHODOLOGICAL LITERATURE (4 STAGE).

LOGORITHMICS.

Logorhythmic classes are aimed at correcting general and small movements, developing speech-movement coordination, expanding children's vocabulary, and helping to improve psychophysical functions, develop emotionality, and communication skills.

Psychologists and linguists believe that in early childhood the pace speech development significantly higher than in subsequent years. If by the end of the first year of life a child’s vocabulary includes 8-10 words, then at three years - up to 1 thousand words. Teachers and parents must help children master their native language, accumulate a significant vocabulary, and learn to pronounce all sounds.

In the third year of a child’s life, speech becomes the dominant line of development. The vocabulary is quickly replenished, the ability to construct sentences is qualitatively improved, and the sound aspect of speech is improved. The child learns to compare and draw conclusions of a visual and effective nature. Speech serves as a means of communication and self-regulation of behavior. She becomes more meaningful and expressive. The child can pronounce words with different intonation and volume, and change the tempo of speech. He is able to understand the meaning of qualitative adjectives denoting shape, color, size, taste.

A special place in working on children’s speech is occupied by musical games, singing and movements to music. This is due to the fact that music primarily affects the emotional sphere of the child. Based on positive reactions, children learn the material better and faster, and quietly learn to speak correctly.

Logorhythmic activities are based on the close connection 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.

During the classes, the basic pedagogical principles are observed - consistency, gradual complication and repetition of the material, the rhythmic structure of the word is worked out, and clear pronunciation of sounds that are age-appropriate, the children's vocabulary is enriched.

Logorhythmic classes are conducted once a week by the music director and teacher. Good results can only be achieved when teachers work together. The music director combines music, speech and movement; the teacher continues this work in speech classes and in children’s play activities. This complex form prevents speech disorders in children and promotes the development of the personality as a whole.

Practice has shown that regular inclusion of logorhythmic elements in music lessons promotes the rapid development of speech and musicality, creates a positive emotional attitude, and teaches communication with peers.

A necessary condition in the development of motor, auditory and speech skills is repeated repetition of the studied material in order to create healthy dynamic stereotypes.

Logorhythmic games help create a friendly, emotionally rich atmosphere of joint creativity between children and adults. The desire of every child to imitate an adult and actively participate in the lesson process is realized thanks to the musical accompaniment of dramatization games, dancing, and singing songs. The use of fairy-tale characters and attributes of role-playing games stimulates children's activity in speech and other forms of activity.

FINGER GYMNASTICS.

The tips of the fingers are the second brain. In life d eate l In human life, the hand plays an important role throughout his life.
When a person touches something with his hand, he immediately recognizes what it is. Finger work at is truly infinitely diverse and important for every person. You can touch with your fingers, take, stroke, pinch... It is impossible to list all the verbs, describing everything we can do And with our hands, fingers.

Systematic exercises for training finger movements, along with a stimulating effect on speech development, are a powerful means of increasing brain performance. The formation of a 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, if a child has a speech defect, special attention must be paid to training his fingers.

Thus, the role of 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 performed to music - like chants, songs, accompanied by the display of illustrations, finger or shadow theater. A special place is occupied by “finger tales” - familiar to preschoolers - “Rukavichka”, “Teremok”, “Kolobok”, etc. are adapted to be shown with hand movements and most often have a poetic form.

Regular inclusion of musical finger games and fairy tales during 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 schoolchildren to master writing skills.

PSYCHOGYMNASTICS.

Sometimes it takes us great efforts to control our emotions, to restrain ourselves, to hide them from strangers. To teach your child to restrain and control his emotions, let him feel this “control” and how it “works” in a playful way. In difficult times, these exercises for relaxation, relieving tension, and creating a game situation may come in handy.

Relieving emotional stress.

• To train children in the ability to expressively and emotionally express individual emotions,movement.
• Correction of mood and individual character traits.
• Self-relaxation training.

First of all, such classes are indicated for children with excessive fatigue, exhaustion, restlessness, hot-tempered, withdrawn, with neuroses, character disorders, mild mental retardations and other neuropsychic disorders that are on the border of health and illness.

It is equally important to use psychogymnastics in psychoprophylactic work with practically healthy children for the purpose of psychophysical relaxation.

Psychogymnastics is primarily aimed at teaching the elements of expressive movement techniques, using expressive movements in the education of emotions and higher feelings, and acquiring 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 the opportunity for self-expression.

BREATHING AND ARTICULATING GYMNASTICS.

Breathing exercises correct speech breathing disorders, help develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation.

The peripheral organs of hearing, breathing, voice, articulation are inextricably linked and interact with each other under control
central nervous system. A violation of the function of speech breathing is considered to be: raising the chest upward and drawing in the abdomen while inhaling; inhale too much; increased breathing; shortened exhalation; inability to make an unnoticed addition of air; incorrect posture. The essence of the developed methods for restoring and developing this function is the conscious control of all phases of the breathing act through training the respiratory muscles and regulating the functioning of the respiratory center.

Performing breathing exercises helps to maintain,
improve the child's health. It makes it possible to recharge with vigor and cheerfulness, and 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:

• has a positive effect on metabolic processes, which play an important role O in the blood supply, including the pulmonary o th fabric;
• promotes recovery V lenition of violated V the course of the disease of nervous regulation on the part of the central nervous system;
• improves drainage function o n x ov;
• in stopped in relieves a broken nose in the breath;
• corrects the diseases that have developed during the course of the disease any different def O rmation of the chest and spine.

Articulation gymnastics allows you to exercise

development of articulatory motor skills:

• teaching children the simplest articulatory movements to imitate an adult;
• developing control over mouth position.

Gymnastics can be done as an indie V ideally, so with the whole group, V any time of the day (excluding 20 minutes before meals and 1 hour after meals). Room for meeting I you I should be good o windy a.

RHYTHMOPLASTY.

Musical-rhythmic movements are a synthetic type of activity, therefore, any program based on movements to music will develop both an ear for music 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 developing a sense of rhythm in children, or motor skills, artistry, etc., depending on the institution, the conditions and Why is this work being done?

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.

Rhythmic movements and dancing bring children a lot of joy and delight. The age of the children does not really matter. Children especially love rhythmic movements to music, and they do not yet have the feeling of shyness that older children do.

Dancing and rhythmic movements are a physiological need of a child’s developing body. They mobilize physical strength, 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 completely removing harmful metabolic products. The load on the abdominal muscles normalizes the functioning of the intestines and stomach. Movement promotes sleep better than any sleeping pill.

Reaction speed, coordination of movements, conscious mastery of dance and rhythmic movements are also important for the mental development of children. During music classes, a child practices rhythmoplasty in a group, 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. Correctly selected music is the success of the lesson. Music regulates movements and gives clear ideas about the relationship between time, space and movement, affects the emotions of children, creating a certain mood in them, and at the same time influences the expressiveness of children's movements.

Requirements for selecting music

When selecting music, it is necessary to strive to ensure that it meets the requirements of high artistry, cultivates 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 an accessibility point of view, music for movement should be:

small in volume (from 1.5 minutes for younger ones to 3-4 minutes for older ones);

moderate in tempo (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 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, music of a figurative nature - “rain”, “the wind shakes the leaves”, “bunny jumping”, etc. - for children and more complex in artistic image, mood - in accordance with the music - for seniors).

It is desirable that the musical works be sufficient

varied in genre (dance songs, lullabies, songs, marching melodies) and in character (cheerful, perky, calm, sad, playful, solemn, graceful, etc.).

Requirements for 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 younger ones - the world of toys, the surrounding nature, popular cartoon characters; for older ones - 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-mentioned elements of health-saving technologies, speech games, play massage, music therapy, dance therapy, articulatory gymnastics, recreational and phonopedic exercises (on the recommendation and under the supervision of a pediatrician), etc. can be used in music classes.

5. IMPLEMENTATION OF HEALTH-SAVING TECHNOLOGIES INTO PRACTICE (STAGE 5)

5.1. Key points in introducing health-saving technologies.

• To solve the first problem- systematize the conduct of physical education minutes 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 sign games are interesting, entertaining, do not require much time (1.5-2 minutes), easy to remember, performed as shown by an adult. They allow children to rest 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, set as a result of the analysis of the lesson, I introduce elements of psycho-gymnastics at the beginning and end of the lesson, which make it possible to set the children in the right mood (invigorate, calm down),

• To solve the third problem, set as a result of the analysis of the lesson, during dances and dramatization games I use elements of logorhythmics, psycho-gymnastics, and rhythmoplasty.

The organization of work is carried out in three directions:

• Group and individual work with kids.
• Interaction and educational work with parents.
• Collaborative work of preschool teachers.

5.2. Work with children.

5.2.1. 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 get into a working mood.

2. Introductory walking. Musical-rhythmic movements, logorhythmic exercises.

3. Listening to music (active and passive). Physical education lesson - finger or gesture game - 1 exercise.

4. Singing, song creativity: chants, articulation gymnastics, breathing exercises, as a physical education lesson - finger or gesture play - 1 exercise.

5. Dancing, dance creativity with elements of rhythmoplasty.

6. Theatrical creativity with elements of logorhythmics, rhythmoplastics, psycho-gymnastics (facial expressions, pantomimics). Musical games, round dances.

7. Game at the DMI. Creative music making.

8. Farewell. Psycho-gymnastic relaxation exercise.

5.2.2.Use of logorhythmics in music classes. Examples of logorhythmic elements in music classes.

I conduct logorhythmic exercises in music classes mainly during musical-rhythmic movements and dramatization games. In the future, I will 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 dramatization games and as a final relaxation exercise.

Musical director. The baby is sleeping. The cat curled up and also dozed off. And you and I 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 “A 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, in the wake of the holiday) to involve all children in the action.

Exercise “How we care for the garden” for coordinating speech with movements to music (senior, preparatory group).

I use it in musical-rhythmic movements and games - dramatizations, and, in the future, at holidays and entertainment (autumn holiday) to involve all children in the action.

(You can perform it to the melody of the Russian folk song “Like Ours at the Gate.”)

In chorus. Our garden is in order -

We dug up the beds in the spring.

(Imitate working with a shovel)

We weeded the garden.

(Bend over or sit down, touch the floor with your hands)

Watered the garden. (Rock back and forth)

We planted cabbage not densely in the small holes.

(Squat down, clasp your knees with your hands)

All summer she got fatter,

It grew in breadth and height.

(Rise up slowly, hands on your belt, twist your torso to the right - left)

And now she’s too tight for white,

He says: - Move aside!

(Feet shoulder-width apart, stamp your foot at the end of the phrase)

5.2.3. Using finger games. Examples of finger games.

I use it as physical exercises while listening or singing (I try to ensure that the theme of the piece is in tune 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
Along the waves with pearl foam.
I am a brave captain
I'm not afraid of a hurricane.
White seagulls are circling
They are also not afraid of the wind.
Only the bird's cry scares

A school of golden fish.

And, having traveled to wonderful countries,
Looking at the oceans
Hero traveler
I will return home to my mother

Point the ends of your fingers forward, press your hands with your palms towards each other, slightly opening them. While reciting the poem, show how the boat rocks on the waves, and then, with smooth hand movements, show the waves themselves. Then, according to the text of the verse, show the seagull, crossing your arms, bringing your palms together with the backs of your hands and waving your fingers clenched together. With straightened palms with fingers pressed to each other, depict fish. Use smooth movements of your palms to show how fish swim in the water.

Senior, preparatory group.

Finger fairy tale "Teremok"

5.2.4.Use of rhythmoplasty in music classes. Examples of elements of rhythmoplasty in music classes.

I perform rhythmoplasty exercises mainly during dances and dramatizations. In the future, I will use them in holidays and entertainment so that all children are involved in the performance.

An example of a fragment of a musical lesson using elements of rhythmoplasty.

« Weight l travellers."

Music by M. Starokadomsky

Tasks: development of coordination of the movements of arms and legs during walking, reaction speed, the ability to combine movements with music and words.

DESCRIPTION OF MOVEMENTS

I.P. - (initial position). Children stand behind 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 on the right side of the head.
Repeat - three claps on the left.

To the words “We are taking the cat with us” - hands down on 4 jumps.
To the words “siskin” - bend forward, hands back with a “tail”,

“dog” - squat slightly, arms in front of you, elbows bent, hands down,

“Petka-zabyyaku” - 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 kind of company” - give up.

Repeating the last phrase - the same movements, at the end - a step in place.

2 figure

Verse 2

Chorus:

walking with a stomping step, rotating with arms bent at the elbows (train)

While the music is repeated, change the direction of movement, hands “hold the steering wheel” - imitation of driving a car.

Chorus: the movements are the same.

3 figure

Verse 3

Chorus: jumping in a circle one after another (for children 3-3.5 years old, instead of jumping, walking).

Beginning with the words “The sun was shining for us,” children 4.5–5 years old, while jumping, perform swinging, crossing movements with their arms above their heads (“breeze”). These movements can be performed scattered and at the chorus you can stop facing the audience (teacher).

Chorus: the movements are the same.

On the last chord - jump in place, hands up.

5.2.5.Use of psycho-gymnastics. Examples of exercises for using elements of psycho-gymnastics in music classes.

In my classes, I use psycho-gymnastic exercises at the beginning of the lesson - to help the children get into a 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; during games - dramatizations - to help children enter a particular image.

"Air balloons"

Goal: Relieve tension, calm children.

All players stand or sit in a circle. The presenter gives instructions: “Imagine that now you and I 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 becomes bigger and bigger, how the patterns on it increase and grow. Introduced? I also imagined your huge balls. Blow carefully so that the balloon does not burst. Now show them to each other.”

"The Ship and the Wind"

Goal: To get the group into a working mood, especially if the children are tired.

All players stand or sit in a circle. The presenter 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, draw in your cheeks strongly... Now exhale noisily through your mouth, and let the released wind propel the boat. Let's try again. I want to hear the wind roar!”

The exercise can be repeated 3 times.

"Blind Dance"

Goal: Develop trust in each other, relieve excess muscle tension.

The presenter gives instructions: “Split into pairs. 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 sit 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 letting go of his hands for 1-2 minutes. Then the children change roles. If an anxious child refuses to close his eyes, reassure him and do not insist. Let him dance with his eyes open.

"Caterpillar"

For coordination of movements, group work.

Target: The game teaches trust.

The success of everyone’s promotion depends on everyone’s ability to coordinate their efforts with the actions of other participants. The presenter gives instructions: “Guys, now you and I will be one big caterpillar and we will all move around this room together. Form a line, place your hands on the shoulders of the person in front. Place a balloon or ball between the stomach of one player and the back of the other. Touching the balloon (ball) with your hands is strictly prohibited! The first participant in the chain holds his ball at outstretched arms. Thus, in a single chain, but without the help of hands, you must follow a certain route."

"Change of rhythms"

Goal: To help anxious children join the general rhythm of work and relieve excessive muscle tension.

If the teacher wants to attract the attention of the children, he begins to clap his hands and count loudly, in time with the clapping: one, two, three, four... The children join in and also, all clapping their hands together, count in unison: one, two, three , four... Gradually the teacher, and after him the children, clap less and less, count more and more quietly.

5.2.6. The use of breathing and articulation exercises. 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 "Twirlwheels".

Props: toys - pinwheels (strip of paper, ribbon).

Inhale briefly through your nose and exhale for a long time onto the toy.

5.3. Interaction and educational work with parents.

Interaction and educational work with parents is carried out through consultations, meetings on the topic of preserving the health of the child in the family, preparing visual material with tips and recommendations for activities with the child outside the preschool educational institution at information stands, holding master classes with parents on the use of health-saving technologies.

5.4. Collaborative work of preschool teachers.

Joint work with preschool teachers includes consultations, joint planning of children’s independent musical activities, preparation of visual material with tips and recommendations for activities with children on information stands, and holding master classes for teachers on the use of health-saving technologies.

6. RESULTS OF IMPLEMENTATION OF HEALTH-SAVING TECHNOLOGIES (STAGE 6).

• Developed a detailed calendar plan. Made a selection of finger games for each age.
• I planned to work with children of different preschool ages using psycho-gymnastic exercises. I made a selection of psycho-gymnastic exercises for each age.
• I planned work with children of different preschool ages using logorhythmics. I did logorhythmic exercises for each age.
• I planned to work with children of different preschool ages on rhythmoplasty. I have made a selection of rhythmoplasty exercises for each age.
• I planned to work with children of different preschool ages on breathing and articulation gymnastics. I have made a selection of breathing and articulation exercises for each age.
• I conduct classes and entertainment using health-saving technologies.
• I selected material for consultations with teachers, visual material.
• I have selected material for parent consultations, visual material.
• I share my experience with other teachers.
• I analyze classes from a health-saving standpoint.

• I conduct music diagnostics twice a year. Development. I am observing positive dynamics.

Comparative diagnostics for

2008-2009, 2009-2010, 2010-2011 academic year

(data as of the end of the year.)

The positive dynamics of the diagnostic results of children’s musical abilities allows us to draw conclusions about the beneficial influence of health-saving technologies on the process of musical education.

Analysis of the lesson from the perspective of health conservation, September 2011.

After analyzing the classes, I set myself a new task:

• expansion of information activities for children related to health and a healthy lifestyle.
• enter valeological chants and songs into the “singing” section.

LITERATURE.

• Alyabyeva E.A. Logorhythmic exercises without musical accompaniment: Methodological manual. - M.: TC Sfera, 2006. - 64 p.
• Kartushina M.Yu. Logorhythmics for kids: Scenarios for classes with children 3-4 years old. (Development program.) - M.: TC Sfera, 2005. - 144 p.
• Logorhythmic minutes: thematic activities for preschoolers / author-comp. 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 intelligence in preschool children. - M.: shopping center
• 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 Sfera, 2003. - 88 p.
• Burenina A. I. Rhythmic mosaic: (Rhythmic plasticity program for children of preschool and primary school age). - 2nd ed., rev. 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, 2011-204 p.

Natalia Salmanova
The use of health-saving technologies in the musical activities of preschool educational institutions

Health-saving technologies in the musical activities of preschool educational institutions

Upbringing healthy raising the younger generation of Russian citizens is a priority task for the state, on the solution of which its future prosperity largely depends.

In accordance with new regulatory documents, the introduction of the Federal State Educational Standard, optimizing the preservation and strengthening of psychophysical child's health.

One of the main tasks of a preschool institution is to create conditions that guarantee the formation and strengthening health of pupils. Relevance of the topic healthy lifestyle is also confirmed by statistical indicators. Cultivating a respectful attitude towards health must start from early childhood. According to experts, 75% of all human diseases begin in childhood. And the teacher can do for health a pupil no less than a doctor. It is necessary to study psychological and pedagogical technologies, allowing the teacher to work himself so as not to cause damage health to their students in the classroom. The educational environment should be health-saving and health-promoting. All this requires implementation in all educational areas, including the educational field « Music» , and integration health work with music and education.

“Health-saving technology” is a system of measures, including the relationship and interaction of all factors of the educational environment aimed at preserving health child at all stages of his learning and development. N. Vetlugina writes “singing develops the vocal apparatus, speech, strengthens the vocal cords, regulates breathing. Rhythm improves the child’s posture, coordination, and confidence in movements. Development of emotional responsiveness and musical hearing helps to activate mental activity".

The scientific basis is based on programs and methodological benefits: By musical education - N. Vetlugina, O. Radynova, T. Tyuttyunnikova, K. Orfa, A. Burenina, M. Kartushina;

By raising healthy child and diagnostics - V. Alyamovskaya, G. Uruntaeva, A. Galanova, V. Kudryavtsev, N Efimova, A. Strelnikova.

O. N. Arsenevskaya developed this topic in detail. In his work “Preservation and Strengthening health of preschoolers in music classes" she described a wide variety health-saving technologies and justified their use on music lessons.

Thus, it becomes clear that the use of health-saving technologies in the work of musical The leader acts as a necessary condition for the full development of children.

The goal is system optimization musical and recreational work of preschool educational institutions through the implementation health-saving technologies into the educational field « Music» , which will provide each child with mental and physical strengthening health, will create conditions for the harmonious development, emotional well-being and timely comprehensive development of each child.

Based on modern programs and techniques for music education and children's health, we formulate the following tasks:

Optimize the development of core structural components children's musicality, through implementation health-saving technologies:

Ensuring children's comfort in various forms organization of GCD and joint activities

Preserve and strengthen the psychophysical children's health:

Development of sensory and motor functions.

Prevention of diseases of the musculoskeletal system, respiratory system, colds

In your system musical and recreational work I guessed use of the following health-saving technologies

Finger games;

Fairy tale therapy

Holiday therapy

Dance therapy

Rhythmoplasty

Psycho-gymnastics

Play therapy

Rhythmoplasty

The main focus of rhythmoplasty elements is on music lessons, - psychological emancipation of the child through the development of his own body as an expressive ("musical") tool.

Dancing and rhythmic movements are a physiological need of a child’s developing body. They mobilize physical strength, develop grace, coordination of movements, musicality, strengthen and develop muscles, improve breathing, actively affect blood circulation, and promote 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. At the same time, the heart works more rhythmically, actively supplying blood to all organs and delivering oxygen. The load on the abdominal muscles normalizes the functioning of the intestines and stomach. Movement promotes sleep better than any sleeping pill.

Reaction speed, coordination of movements, conscious mastery of dance and rhythmic movements are also important for the mental development of children. On musical During classes, the child engages in rhythmoplasty in a group, and this contributes to the development of organization, discipline, responsibility, mutual assistance, attentive attitude towards others, and independence in children.

Breathing exercises

Performing breathing exercises helps preserve and strengthen child health. It makes it possible to recharge with vigor and cheerfulness, and 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. impact:

1. Positively affects metabolic processes that play an important role in blood supply, including pulmonary tissue;

2. Promotes the restoration of nervous regulations disturbed during the course of the disease by the central nervous system;

3. Improves the drainage function of the bronchi;

4. Restores impaired nasal breathing;

5. Corrects various deformations of the chest and spine that have developed during the course of illness.

Gymnastics can be done individually or with the whole group, at any time of the day. (excluding 20 minutes before meals and 1 hour after meals). The practice room should be well ventilated.

Finger gymnastics

Systematic exercises for training finger movements, along with a stimulating effect on speech development, are a powerful means of increasing brain performance.

On musical in classes, finger games are most often carried out under music - like singing, songs, are accompanied by the display of illustrations, finger or shadow theater.

1. Stimulates the action of the speech zones of the cerebral cortex of children;

2. Improves attention and memory;

3. Forms associative-figurative thinking;

4. Makes it easier for future schoolchildren to learn writing skills

Finger games allow you to stretch and massage your fingers and palms, having a beneficial effect on all internal organs. They combine the finger plate with expressive melodic and speech intonation, forming figurative and associative thinking based on oral Russian folk art. For example:

We looked out the window (make a “window” with the fingers of both hands)

A cat walks along the path (“run” the index and middle fingers of the right hand along the left hand)

With such a mustache! (show "long mustache")

With such eyes! (show "big eyes")

The cat sings a song (claps hands)

He's calling us to go for a walk! ("called" with the right hand)

Psycho-gymnastics

Psycho-gymnastics is primarily aimed at teaching the elements technology expressive movements, usage 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 the opportunity for self-expression.

Dance therapy

Dance, in addition to relieving nervous and mental stress, helps children quickly establish friendly connections with each other, and this gives a certain psychotherapeutic effect. Dance therapy allows you to better understand yourself, promotes the development and strengthening of self-esteem, the ability to feel and experience more deeply.

Fairy tale therapy

Fairy tales are children's favorite genre. The importance of fairy tales for maintaining the spiritual peace of children is great. A fairy tale opens up prospects for a child’s own growth and gives him hope and dreams. I try to include fairy tales in the content of scripts for holidays and activities - this is either a puppet production, showing fairy tales to adults or children.

The relevance and novelty of fairy tale therapy lies in combining many methodological, pedagogical, psychological techniques into a single fairy tale context and adapting them to the child’s psyche.

Advantages technologies:

1. Through the analysis of a fairy tale invented by a child, the teacher receives information about his life, current state, ways of overcoming difficulties and ideological positions.

2. A fairy tale can convey new ways and algorithms for solving a problem situation to a child, parents and teachers.

3. By complementing, changing, enriching the fairy tale, the child overcomes self-limitations and complements, changes and enriches his life.

Play therapy

Creativity requires children to coordinate all moral forces, and this surge of activity has a beneficial effect on their psyche, and therefore on their mental health, that is, the creative process heals. Creative tasks are aimed at expanding the repertoire of emotional experiences available to a child. To do this, I invite children to compose their own melody, sing their name, fantasize under music, fulfill plastic improvisation or perform a part on a children's musical instrument.

In the game, a child can express his fantasies, experiences, and emotions without restrictions and without thinking. Gradually, the child becomes more confident in himself, stops doubting, fearing criticism and punishment. Play therapy helps children change their feelings and attitudes towards positive acceptance of themselves and the world around them.

Holiday therapy

A holiday is a surge of positive emotions. And the emotional factor is the only way to develop a child’s mind, educate him and preserve his childhood. During the holidays, it is important to set up children emotionally, to draw them into the world music and fairy tales.

Use of health-saving technologies in my work they gave the following results:

Increasing the level of development musical and creative abilities of children;

Stability of the emotional well-being of each pupil;

Increasing the level of speech development;

Reduced morbidity rates;

Stability of physical and mental performance of preschool children.

Using health-saving technologies

in music classes at preschool educational institutions

Raising a healthy younger generation of Russian citizens is a priority task for the state, on the solution of which its future prosperity largely depends.

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 create health in the future.

In all existing comprehensive programs of education and training in preschool educational institutions, the leader declares the thesis about the priority of activities related to protecting the child’s health, increasing his functional capabilities, the level of physical, mental development and motor readiness.

However, modern tendencies 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 health measures 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 the health of children can give the necessary 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 within 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, causing reactions associated with changes in blood circulation and breathing.

The goal of musical and health education in a preschool educational institution is: strengthening mental and physical health, developing musical and creative abilities, and developing the need for a healthy lifestyle.

As a result of work on this problem, a system of musical and health-improving work was created, combining traditional music classes with health-improving 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 classes it is possible and necessary to use modern health-saving technologies in a playful way. Habitual types of musical activities can be diversified with health benefits.

Availability: The system of music and health work can be used in the educational process of preschool institutions and additional education institutions.

Efficiency : Increasing indicators of physical development and development of the respiratory system of children. Improving motor skills and qualities (plasticity, coordination, spatial orientation); improving vocal skills and abilities.

The basis of this experience is based onprograms and manuals : on musical education: “Methods of musical education in kindergarten” by N. Vetlugina, “Holiday every day” by I. Kaplunova, “Musical education in kindergarten” by M. Zatsepina, “Musical education of preschoolers” by O. Radynova, Program “Elementary music-making with preschoolers" by T. Tyutyunnikova, Program "Rhythmic Mosaic", "Top-clap, kids" by A. Burenina;

technologies E. Zheleznova “Rhythmics for kids”, “Finger games”, “Educational musical games”, “Games for health”, T. Lobanova “educational games as a health-preserving 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 health of children in last years is becoming 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 health conditions and individual characteristics every child.

The purpose of the work being carried out: to organize musical and recreational work in preschool educational institutions, providing each child with the strengthening of mental and physical health, identifying and developing musical and creative abilities, and developing the habit of a healthy lifestyle.

In addition to educational and educational tasks, such work also sets itself 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 (intensify 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. Stability of the emotional well-being of each child
2. Reduced morbidity rates (mostly colds)
3. Increasing the level of development of children's musical and creative abilities
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 our preschool educational institution. The music and physical education hall, sports ground, and music corners in groups are equipped with appropriate equipment for musical and recreational work and meet hygienic requirements.
The system of music and health work involves the use of a variety of health-saving technologies. Among them are valeological chants, breathing exercises, articulation exercises, health and phonopedic exercises, play massage, finger games, speech games, music therapy.

Valeological songs - a great start to any musical lesson. They lift your spirits, set a positive tone for the perception of the world around you, and prepare your voice for singing.

Good morning!

Good morning! /Turn to each other
Smile soon! /Spread your arms to the sides
And today all day / They clap their hands
It will be more fun.

We will smooth the forehead /Movements according to the text
Nose and cheeks
We will be beautiful / Gradually raise our hands up,
Like flowers in the garden / making “lanterns”

Let's rub our palms /Movements according to the text
Stronger, stronger
Now let's clap
Bolder, bolder.

Now we'll rub our ears
And we will save your health
Let's smile again
Be healthy everyone!

You can use valeology songs both at the beginning of the lesson and instead of the usual physical exercises. Simple, kind texts and a melody consisting of the sounds of a major scale have a positive effect on children’s mood and improve the emotional climate in the classroom.

Carrying out at the beginning school year monitoring is observed for children with speech disorders and frequently ill children. After all, weakened breathing does not allow the child to fully pronounce phrases, form sentences correctly, or even sing songs - he has to inhale air more often. Therefore, special attention is paid to breathing exercises.

Exerciseson the development of breathing play an important role in the health system 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 pulmonary tissue), promotes the restoration of the central nervous system, improves the drainage function of the bronchi, and restores impaired nasal breathing. Main tasks breathing exercises are:

1. Strengthen the physiological breathing of children

2. Train the strength of inhalation and exhalation
3. Form correct speech breathing (short inhalation - long exhalation)
4. Develop a long breath.

Working on breathing precedes singing songs, and may also an independent species activities. In a playful way, with the help of simple exercises. Singing with breathing exercises preceding it has a psychotherapeutic, healing and even therapeutic effect on children.

When working with preschoolers, I use simple exercises by Alexandra Nikolaevna Strelnikova, who developed a well-known method of breathing exercises for healing. 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 clappers
We clench our palms and inhale through our noses correctly.
As we open our palms, we exhale calmly.

(At the count of “one” - grasping movements with our palms (we squeeze them into fists), simultaneously with the movement we inhale noisily through our nose. Immediately after a short inhalation, our palms unclench - exhale)

eccentric
There, on the hills, sits an eccentric,
He sits and blows this way and that.
It blows upward
It blows sideways
It blows up and down.

Then the teacher puts an autumn leaf cut out of paper (snowflake, cloud, bird, balloon) into his palm and brings it to the child’s mouth. Calling the child's name, he carefully blows off the paper. The child catches it and, blowing it away, calls the name of the next child.

When learning songs in music classes, you often observe that some children pronounce certain sounds incorrectly. This indicates incomplete development of the speech apparatus. We can help every child cope with these difficulties with the help of special exercises.articulatory gymnastics. It helps train the movements necessary for the correct pronunciation of sounds, syllables, and whole words. The exercises are carried out together with a preschool speech therapist, who helps to select the necessary exercises for articulation gymnastics and teach them to the children. 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 us to observe the positive dynamics of children’s speech development. Children began to speak better, read poetry with pleasure, and play roles in children's parties.

Another interesting element musical and recreational work–game-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 perception process and the inclusion of both hemispheres of the brain in the work, relieves muscle tightness, improves physical well-being, and increases the sociability of children. Through playful rhythmic exercises, the child expresses his feelings and releases accumulated energy, turning it into an act of creativity.

Rain
Sometimes the rain is light, like this... / quietly and rarely clapping
/palms (half)
Come on, clap, guys, everyone is with me! /children repeat the movement

And sometimes it rains heavily, like this... /claps his hands harder
/(quarter notes)
Clap again, guys, everyone is with me! /children repeat the movement

And there are also miracles in the sky -
thunder rumbles and a STORM begins! /stomp and clap
/simultaneously (eighth notes).
/Children pick up the movements

Puddles
Slap-slap-slap - /Children rhythmically tap their palms on their legs.
I'm walking through the puddles.

Squish-squelch-squish - / They tap their feet rhythmically.
Water in boots.
Drip-drip-drip - / Raise their hands up and rhythmically snap their fingers.
I need an umbrella - /With simultaneous movement of hands from top to bottom.
Op-op-op - / Cross their arms over their chest and
Water on the back. / rhythmically pat the forearms.

Bul-bul-bul - / Perform a rhythmic spring.
The hat fell off.
Oh-oh-oh, / They shake their heads, hands to the head.
There is water all around.
Yes, yes, yes, / They nod their heads rhythmically.
I feel so sorry for myself.
Always dress for rain!

The work uses elementsplay massage . Why is it nice to clap your hands and 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 influences the body's metabolic processes, and tones the central nervous system. In addition, it lifts the mood and improves a person’s well-being. A child can easily learn this through play. In music classes, play massage is performed to music - the words are sung (or rhythmic declamation is used), or the music is simply played in the background.

The use of play massage by A. Umanskaya, M. Kartushina increases the protective properties of the entire body. The incidence of upper respiratory tract diseases is decreasing.

Rain
(children stand one after another like a train)

Rain, rain, we need it
Go home / slap palms on the back

Thunder, thunder, like from cannons
Today is a holiday for frogs / they beat their fists

Hail, hail, hail is falling
Everyone is sitting under the roofs / tapping their fingers

Only my brother is in a puddle
Catches fish for dinner / strokes the back with their palms

(children turn 180 degrees and repeat the massage again)

It's freezing outside

It's freezing outside! /Stroke hands
Come on, everyone, rub your nose! /Rub the tip of your nose.
There’s no need for us to throw our heads around / They threaten with their right index finger.
Well, everyone grabbed their ears:
Twisted, turned,
So your ears are warmed up! /Forefinger and thumb /hold the earlobes
/and rotate them forward, then back.
They knocked on their knees, / They knocked on their knees with their palms.
They patted the shoulders, / Hands crossed at chest level, clapping their palms on the shoulders.
They stomped their feet! /They stomp their feet.

Important place in music classesare occupied by finger games. There is a direct connection between hand movements and spoken words. Researchers studying the mechanisms of speech argue that the language 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 entire body. In this regard, finger games are of particular interest, as they allow you to stretch and massage your fingers and palms in a playful way, having a beneficial effect on all internal organs. Finger games by E. Zheleznova and O. Uzorova are performed to music. A simple, easy-to-remember melody and accessible movements allow you to include finger games in classes from the age of three (second youngest 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 and motor skills, increase the coordination abilities of the fingers (preparation for writing, drawing), combine finger plasticity with expressive melodic and speech intonation, and form figurative and 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 the index and middle fingers
/ right hand over left hand.
With such a mustache/showing a “long mustache”
With eyes like that/showing “big eyes”
The cat sings a song
He’s calling us to go for a walk quickly / “calling us” with his right hand

Sand House

Here is a big sandbox / spread your arms to the sides
With a polka dot roof / hands “house” above your head
We build a house out of sand /knock fist on fist
There are five windows in the house / show an open palm - “five”
The first one is for the bunny / they bend their fingers one by one
The second is for the scoop
In the third the doll is standing
In the fourth there are two mushrooms.
In the fifth round window
We put the cat to bed / our hands “sleep” under the cheek
Only the cat has little room / threatens with a finger
Jump! And she broke our house / they slap our knees with their palms.

Speech games - one of the forms of creative work with children not only in the work of a speech therapist and teacher, but also in music education. It has been proven that musical hearing develops together with speech. 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 with younger age master the entire range 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.), 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 supporting the text with movements or playing music contributes to better memorization and more emotional reproduction. Gestures, plastic movements, and facial expressions in speech games encourage children to improvise and reveal their creative potential.

Leaf fall

Autumn, autumn! Leaf fall! (rhythmic clapping)

Autumn caulk forest (finger snaps)

The red leaves are rustling (rubbing palm against palm)

And they fly, fly, fly! (shaking hands)

Music therapy - one of the promising areas of health-improving work in preschool educational institutions. It helps to correct the psychophysical health of children in the process of their life. Listening to correctly selected music with the performance of psycho-gymnastic etudes by M. Chistyakova increases the immunity of children, relieves tension and irritability, headaches and muscle pain, and restores calm breathing.
Modern information, superimposed on ancient knowledge, shows that the sounds of various musical instruments have different effects on the human body: sound 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 performed by keyboard instruments, especially piano music. String 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. Children should listen to music in doses, depending on the time of day, type of activity, and even the children’s mood. To relax, relieve emotional and physical stress, and for a pleasant immersion in daytime sleep, you need to take advantage of the beneficial effects of classical and special relaxing music filled with the sounds of nature. Special attention We focus on musical reflex awakening of children after naps. This technique was developed by N. Efimenko as opposed to the standard awakening of children. Having heard the sound of familiar music, it is easier and calmer for children to move from a state of complete rest to active activity. In addition, you can perform sets of simple exercises to the music without getting your kids out of bed.

Bunnies
(set of exercises for awakening)

Here are the fluffy bunnies sleeping peacefully in their cribs
But enough for the little bunnies to sleep, it’s time for the little ones to get up.

Let's pull the right handle, pull the left handle.
He opens his eyes and plays with his legs.

We tighten our legs, straighten our legs
And now we quickly run 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 music and sports events and entertainment are held. Parents willingly take part in such events. The use of health-saving technologies not only in classes at preschool educational institutions, but also in family education helps to more effectively develop the musical abilities of preschool children, maintain and strengthen their health. To help parents, mobile folders containing articulation, finger, speech games and other material that can be used at home are prepared.

Improving the health of children and creating emotional comfort is the most important task of a preschool educational institution. Organization of musical and recreational work in kindergarten using modern methods health savings provides a more careful attitude towards the physical and spiritual health of children, helps to comprehensively solve the problems of the child’s physical, intellectual, emotional and personal development, actively introducing the most effective health savings technologies into this process. After all, the well-being of society largely depends on the health of children.