МУЗЫКАЛЬНАЯ ПЕДАГОГИКА В ДОШКОЛЬНОМ ОБРАЗОВАТЕЛЬНОМ УЧРЕЖДЕНИИ.

Аннотация

This article talks about the history, theory and methodology of music pedagogy, music education system in preschool educational institutions. Key words: music pedagogy, education, musical sounds. МУЗЫКАЛЬНАЯ ПЕДАГОГИКА В ДОШКОЛЬНОМ ОБРАЗОВАТЕЛЬНОМ УЧРЕЖДЕНИИ. Аннотация. В статье рассказывается об истории, теории и методике музыкальной педагогики, системе музыкального образования в дошкольных образовательных учреждениях. Ключевые слова: музыкальная педагогика, образование, музыкальные звуки. Music pedagogy - studies the history, theory and methodology of the music education system. Of course, without knowing how the theory and practice of musical education and training of the young generation has progressed, it is impossible to scientifically solve the issues of their spiritual education. Music pedagogy was formed and developed in connection with the history of our nation's culture. After all, the history of Uzbek music culture is the basis of music pedagogy. Music pedagogy as a social science approaches the events of historical pedagogy based on the needs of the times. It clarifies that the theory, practice, and content of musical education differed at different stages of the period, it shows the socio-cultural essence of advanced musical-educational views and the path of development. The main goal of music education and upbringing in preschool educational institutions is to form the worldview of children from the kindergarten age and to develop their musical taste, and in the process of teaching music to children, it means that life is reflected in it. It should be noted that in order to realize the pedagogical goals and tasks set before music lessons, first of all, it is necessary to regularly develop children's musical skills and abilities. Children's musical learning and abilities consist of the following activities: - musical learning (the ability to feel the loudness and lowness of musical sounds); - timbre reading (distinguishing musical sounds from each other); - a sense of rhythm (moving to the music, 98 30-Sentabr, 2024-Yil keeping the music in memory, feeling and expressing it by stepping and clapping). Children's musical abilities develop regularly during the implementation of all elements of musical training. The main tasks of music education in kindergartens are as follows: - developing children's interest in music; - to enrich children's ideas about music by creating emotional feelings in the process of introducing them to musical works; - to develop children's creative abilities with the help of listening to music, singing, performing rhythmic movements to music, accompanying children's musical instruments; - nurturing children's voices, teaching and accustoming them to sing songs simply, fluently, freely, naturally and expressively; - to enjoy musical works, to develop musical taste and artistic thinking on this basis; - teaching to express the artistic images of the musical work in the form of games and dances during music lessons; - introducing children to our national values in music lessons, teaching them to perform national musical and rhythmic movements accompanied by national musical instruments; - connecting the content of music classes with kindergarten life, participating in kindergarten events with learned tunes and songs. Organization of special mornings and concerts. During music lessons, the child perceives life and surroundings through musical images. In the kindergarten, musical education is carried out in an integral connection with fiction and visual arts. Every music lesson conducted using special methods arouses artistic and aesthetic pleasure in children, shapes their feelings, develops creative thinking and speech. In addition, musical games and dances help children develop a sense of rhythm, agility and mobility skills, and help them grow properly. It is important for the child's mental and physical development. All musical educational and educational activities carried out in pre-school educational institutions are considered to be a component of education of refinement in the formation of noble qualities in the young generation from the kindergarten age. Music is a reflection of life, reality and time, as well as expressing human feelings. Therefore, the main criterion in the principles of the music program is "Music and life". Scientists of music pedagogy say - "In the process of learning music, students easily feel and understand that life is reflected in it, and that they learn life through it." Based on the students' life experiences, an understanding is given that each piece of music reflects a certain reality, feelings and thoughts. This is done only by perceiving the work and its images while performing various musical activities during the lesson. After all, no matter what musical activity we take in 99 30-Sentabr, 2024-Yil a lesson, it is carried out positively after first perceiving the sound of music and understanding its image and characters. Therefore,