Šeimos įtaka 2-3 metų amžiaus vaikų muzikinių gebėjimų plėtotei ikimokyklinio ugdymo įstaigoje

Abstract

Family’s influence to the development of 2-3 year-old children musical skills in the preschool educational institutions In the master’s degree paper, family’s influence to the development of 2-3 year-old children musical skills is analyzed. Not much attention is paid to the children early musical education in Lithuanian preschool educational institutions; it is also not really effective. How to organize the children early musical education in the preschool educational institutions, how to make it more effective, how to create appropriate conditions for 2-3 year-old children musical skills development, what approaches should be used to achieve unity in musical education in a nursery school and in a family - these are the questions that formulate the topical pedagogical problem. The subject of this study is the development of 2-3 year-old children musical skills; the objective of the study is to examine the development of 2-3 year-old children musical skills with their parents’ participation in the musical education classes. The goals of the study are to analyze pedagogical, psychological, musical literature that deals with this topic; to ascertain the parents and teachers’ attitude to music lessons together with 2-3 year-old children during the musical education classes in the preschool educational institution; to create a model for 2-3 year-old children musical skills development and to check the efficiency of this model during the experiment.. The hypothesis: the child musical skills will successfully develop if the family understands the importance of early musical education; teachers, parents and children will become partners of the musical education process; educational process will be organized paying attention to psycho-physiological peculiarities of the age. During the study, the main 2-3 year-old children musical skills were distinguished (the ability to feel rhythm; the ability to intonate melodic formation; the ability to react to music changes) and individual musical skills levels for children were defined. At the beginning of the experiment it was estimated that the average basic musical skills level is characteristic for more than a half of the children in the experiment, the third of them have a very high level. Aiming to create the most favourable conditions for the development of 2-3 year-old children musical skills, the model for the musical skills development was designed. Cooperation among an art teacher, parents and children is highlighted in this model. After the pedagogical experiment, it was diagnosed that every child in the study had made quite good progress in his/her glass-ceiling, but those children, whose abilities were developed according musical abilities’ model, made even better progress. It was proved that the high basic musical skills level was characteristic for almost all the children in the experiment, only some of them were in the average basic musical skills level, the low level was not diagnosed. The results of the pedagogical experiment confirmed the efficiency of the model for musical skills development, so it can be stated that the 2-3 year-old children musical skills can be developed more efficiently if parents participate in the educational process. Key words: children early musical education, preschool educational institution, family, musical skills.