Корекційна спрямованість музичного виховання дітей дошкільного віку з глибокими порушеннями зору
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Дата
2013
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті висвітлено погляди дослідників щодо корекційно-розвивальної ролі музичного мистецтва у вихованні, навчанні та реабілітації дітей різних категорій. Показано корекційну спрямованість музичного виховання дошкільників з глибокими порушеннями зору через використання таких видів музичної діяльності, як сприймання музики, дитяче виконавство, дитяча музично-творча діяльність. Корекційний вплив музичного виховання дошкільників з глибокими порушеннями зору передбачає корекцію вторинних відхилень у загальному психофізичному розвиткові та активізацію збережених аналізаторних систем за рахунок їх синтетичної роботи. Включення дитини з порушеннями зору в систематичний і цілеспрямований процес музичного виховання сприятиме подальшій її соціальній адаптації, інтеграції та самореалізації в умовах сьогодення.
In the article considered the views of researchers on the correctional and developmental role of music in the education, training and rehabilitation of various categories of children. Correctional orientation of the musical education of preschool children with profound visual impairment through the use of such kinds of musical activity as listeninh to music, children’s performance, children’s musical and creative activity are displayed. The corrective effect of the musical education of preschool children with profound visual impairment involves the correction of secondary abnormalities in psychophysical development and activation of intact analyzer systems due to their synthetic work. The process of musical perception contributes to the development of hearing, auditory focus, attention, auditory memory. Differential auditory perception in preschool children with visual impairments is a central element in the auditory-motor connections and spatial orientation. During the procces of singing musical abilities of the child develop rapidly: emotional response, an ear for music, a sense of rhythm. This is especially important for children with profound visual impairment . Singing of preschoolers with visual impairments ensure the formation of vocal culture, extends the use of vocal skills in everyday life. This creates conditions for social adaptation of children with visual impairments. Singing activity helps to deepen breathing and regulation, strengthening the vocal apparatus. Formation of musical and rhythmic movements are an important means of orientation in the surrounding world and the media. With children playing musical instruments for children with visual impairments are formed all the components of musical hearing. Playing musical intstruments influences the development of motor of fingers and hands. Developing fine motor of fingers and hands will continue in mastering the techniques of object perception and the ability to perform an action with tactile-motor analyzer. This will enable children with visual impairments most accurately represent objects and space and be more active, inquisitive in life. Music education is a collective activity in pre-school and has a powerful effect on the activation of creative abilities of children. Therefore, great remedial value in working with children with profound visual impairment is a children’s musical and creative activity. The inclusion of children with visual impairment in a systematic and purposeful process of music education helps to develop further their social adaptation, integration, and self-fulfillment in the present.
In the article considered the views of researchers on the correctional and developmental role of music in the education, training and rehabilitation of various categories of children. Correctional orientation of the musical education of preschool children with profound visual impairment through the use of such kinds of musical activity as listeninh to music, children’s performance, children’s musical and creative activity are displayed. The corrective effect of the musical education of preschool children with profound visual impairment involves the correction of secondary abnormalities in psychophysical development and activation of intact analyzer systems due to their synthetic work. The process of musical perception contributes to the development of hearing, auditory focus, attention, auditory memory. Differential auditory perception in preschool children with visual impairments is a central element in the auditory-motor connections and spatial orientation. During the procces of singing musical abilities of the child develop rapidly: emotional response, an ear for music, a sense of rhythm. This is especially important for children with profound visual impairment . Singing of preschoolers with visual impairments ensure the formation of vocal culture, extends the use of vocal skills in everyday life. This creates conditions for social adaptation of children with visual impairments. Singing activity helps to deepen breathing and regulation, strengthening the vocal apparatus. Formation of musical and rhythmic movements are an important means of orientation in the surrounding world and the media. With children playing musical instruments for children with visual impairments are formed all the components of musical hearing. Playing musical intstruments influences the development of motor of fingers and hands. Developing fine motor of fingers and hands will continue in mastering the techniques of object perception and the ability to perform an action with tactile-motor analyzer. This will enable children with visual impairments most accurately represent objects and space and be more active, inquisitive in life. Music education is a collective activity in pre-school and has a powerful effect on the activation of creative abilities of children. Therefore, great remedial value in working with children with profound visual impairment is a children’s musical and creative activity. The inclusion of children with visual impairment in a systematic and purposeful process of music education helps to develop further their social adaptation, integration, and self-fulfillment in the present.
Опис
Ключові слова
музичне виховання, дошкільники з глибокими порушеннями зору, корекційно-компенсаторні можливості музичного мистецтва, music education, preschool children with profound visual impairments, correction and compensatory possibilities of music
Бібліографічний опис
Картава, Ю. А. Корекційна спрямованість музичного виховання дітей дошкільного віку з глибокими порушеннями зору [Текст] / Ю. А. Картава // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №7 (33). – С. 232–251.