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Sounds of music

Sounds of music

Music is a unique tool for the development of the child. Being engaged in musical development at an early age, parents not only lay the foundation for the child to sing and play musical instruments with ease, but also help him:

  • to master the coordination of movements – movement to music teaches a child to express his emotions, develops visual and auditory coordination. A child owning his body grows more self-confident;
  • develop a common ability to learn – the ability to listen and hear, see, feel, concentrate attention. From the point of view of the physiology, music lessons contribute to the harmonious work of both hemispheres of the brain, which increases the overall level of the child’s intelligence;
  • make it more clear, beautiful, well intonated.

The inclinations to the musical activity is for everyone who has a normal functioning organs of hearing and vocal apparatus. But these advancements are far from being developed equally. For the development of musical abilities is critical the environment in which the child is in preschool age – the period of the most active development of these abilities.

The more active the child’s communication with music is, the more musical it becomes and the happier and more desirable for him is new encounters with music.

So, if the son of a musician chooses the same profession as his father, then the reason for this, above all, is that he was brought up in an atmosphere of music.

Do not be upset if the baby does not want to sing or dance, and if he suddenly has similar desires, then the singing, in your opinion, seems far from perfect, and the movements are ridiculous and clumsy. Regular classes for someone earlier, someone later will give the result.

It is not necessary to hang the label “non-musical” on a child, if nothing is done to develop this musicality.

Musical abilities include: high-pitched hearing, fret and rhythm. The makings of musicality are inherent in every person, although sometimes they remain undetected or undeveloped.

A valuable advance is also a musical memory. It is especially possible to single out composer’s makings: musical fantasy, the ability to imagine sound, “think in sounds”.

Absolute hearing is a special kind of long-term memory for pitch and timbre of sound: the ability to recognize and identify, using the names of notes, the pitch of individual sounds of a melody, chord, even non-musical sounds, played by a voice or instrument sounds of a given pitch. Absolute hearing is sometimes considered as an indispensable condition for success in the field of music, but it is known that some great composers (Schumann, Wagner, Tchaikovsky, Scriabin, Grieg, Meyerbeer) did not possess them.

Absolute hearing should begin to develop it in the first years of life, after 3 years to develop it is much more difficult.

In addition to “absolute hearing”, there is “intonational hearing” – pure singing of short songs and melodies, individual notes and songs, and “timbre hearing” – the ability to distinguish and reproduce the timbres of sounds and noises, both musical and non-musical.

Music is not just a background for playing or practicing with mom, it has a certain effect on children. In infancy, the child does not understand what is said in the song, he hears the melody and feels the rhythm, which sets him in a certain way.

Melodious, serene melody will calm, energetic, rhythmic can act excitingly. The hearing aid of babies is designed in such a way that, in infancy, they prefer to listen to low, continuous sounds. High and sharp sounds annoy their ears and can cause concern (which is why fatal music is hardly suitable as a background for a nursery).

Baby’s ears are very sensitive, so do not turn on the TV at full volume or radio.

In infancy, kids need calm music with a measured beat. Classical works for one or two musical instruments are best suited.

Beethoven’s famous “Moonlight Sonata” is an excellent option for a soothing lullaby melody. The soft background of her sounds, accompanying the preparation for bedtime, will help to calm the most active babies.

If you include the same melody before bedtime, then very soon the familiar sounds will be a signal to your baby’s body to prepare for sleep.

Many parents, music lovers, buying special wheels with adapted classics for babies, are horrified. In the eyes of adults, the music after treatment has lost its appeal, has become primitive.

However, for most babies, it is this kind of music that will be most listenable.

Children like the melodious tunes of folk songs of different nationalities, both in the recording and in the performance of parents.

Musical toys are needed for the development of auditory perception, they acquaint the child with a variety of sounds and encourage him to make music independently.

By about the 20th week after conception, the child in the womb can already hear. Just by this time, his ears are already fully developed and his brain responds to the sounds he receives. At first, he perceives them as vibration, and only by the 30th week after conception is sound perceived by him as noise.

The child, being in the womb, is always surrounded by the sounds of the mother’s body. He hears his heart beating, his lungs fill with air, he hears voices and sounds from outside.

Interesting fact: children, to whom mothers included classical music in the second and third trimesters of pregnancy, developed faster, began to speak earlier than those children who did not receive musical stimulation.

From 2-3 months we offer babies rattles (including homemade ones, from boxes and bottles with rice, peas, pebbles), bells, small toys or objects with sound effects. You need to hang them over the crib so that the baby can reach.

From time to time you should play with the child or help him play.

You can also use tambourines, rattles, whistles, drums, bells, maracas, xylophone and other instruments. The sound must be shown to the child quietly and unobtrusively, so that he does not begin to be afraid of “music.”

If the parents themselves are addicted to music, you can use the piano or buy a synthesizer. This will help solve several problems at once: to teach the child to sing cleanly, to pick up by ear, to develop an absolute ear and sense of rhythm, to play by heart and on notes.

Musical teacher Natalya Petrova gives some advice to parents who want to engage in the musical development of the child from birth.

Set an example for your child – practice and play yourself.

For classes, choose a time when the child is not tired, he has a good mood.

Exercise regularly. A child who is engaged daily for 15–20 minutes will develop much faster than the one with whom they are engaged 2–3 times a week for 1 hour.

Distribute material: in the morning you can arrange a warm-up (do gymnastics to the music, play finger games), and after a nap, play with toys, teach notes, conduct exercises for the development of hearing, sing, in the evening listen to musical tales.

Rejoice in even the smallest achievements of the baby, never criticize him.

A small child at first may not have visible success, and then there are periods when it seems to an adult that the child is “standing still.”

You can use the finished method of musical development, including discs and methodological manuals with tasks.

From birth, the baby can sing songs, set a pleasant, soothing music. From about 3 months you can start playing simple games: show a child a toy, talk about it and accompany the story with sounds, a song.

The duration of the game at this age is no more than 5-7 minutes. You will need a bright cute toy, which is easy to show movement, and a few simple musical instruments: a bell, a small tambourine or a drum, and rattles.

In order to interest the child, you need a “demonstration performance” – the initial demonstration of the game. Be sure to talk with your child while commenting on their actions.

After 6 months, you can start adding games and exercises to develop your baby’s hearing. Sing simple songs (for example, the famous “Ladushki”), play finger games, accompanying them with songs (“Forty-white-sided”), dance with the child to the music, offer the child to find the source of the sound (together look for a “hidden” sounding object or toy ), try to imitate the voices of animals.

The duration of the games can be increased to 10 minutes (5-6 games). Such fun games can be two a day.

In the second year of life, the child’s passive vocabulary is actively being formed; therefore, speaking of actions not only arouses the child’s interest in the upcoming game, but also has a great influence on the development of speech.

Encourage your baby to bring you the items you need to play. For example, like this: “We will now play with beautiful handkerchiefs. They are light-lungs and can fly high-high.

Please bring me a handkerchief ”(the object, of course, must be within the sight of the child). At this time, it is already possible to begin in the form of a game to acquaint the child with notes.

Duration of classes 15−20 minutes (5−7 games and exercises), you can divide the class in half and hold two 10-minute lessons per day.

The child continues to actively explore the world around him, he becomes more independent, he wants to do everything himself. Games become more complex, imagination and speech work with might and main.

In the process of studying with children of the third year of life, continue to comment on your actions, but encourage the child to talk more, calling games or objects for the game, to call him to dialogue. Encourage the child to sing (material from “Alphabet”, “Songs, whoops – av-av and meow”).

Come up with a dramatization.

Learn simple songs on the piano, synthesizer or metallophone with your baby. Dance and play outdoor games (all children love, for example, when they are caught or run after them), do exercises to the music.

Duration of classes can be increased taking into account the wishes and possibilities of the child. At this age, children love to play already more complex plot games, to play skits and even whole fairy tales that can be voiced by noise instruments. Glove dolls are well suited for such home productions.

At this age, you can already begin to learn to play musical instruments, to actively study music. Learn simple songs on the piano, synthesizer or metallophone with your baby.

Now, especially in big cities, you can find music lessons for children starting almost from 3 months. When choosing it is important to consider a few points:

  • The smaller the child, the closer to home the classes should be. In order for a child to be open to the perception of music, he needs to be vigorous and in a good mood, and after urban traffic jams of the latter, as a rule, does not happen.
  • Testimonials of parents already attending school with children are very important. No advertising will tell you as much as word of mouth. In any studio there are pros and cons. Someone is engaged in their own premises, but the classes are conducted by “average” teachers, someone rents a room, but gains excellent teachers.
  • Attend a trial lesson. With children up to 3-4 years of age, classes should be conducted with their parents. Ask yourself if you like it – because the attitude of the mother influences the baby’s perception.
  • Give your child time to get used to. The first month of classes: children get to know each other and the teacher, get used to the rhythm of classes. You should not expect tangible “results” at this stage.
  • Pay attention to the attitude of the teacher to the children. In what tone is the lesson, how the teacher reacts to self-indulgence. And the smaller the child, the more carefully you need to choose a teacher, because the first teacher can either develop a child’s desire to learn, or discourage him altogether.
  • Observe the reaction of the child, how the child perceives the teacher and the class as a whole. If the child behaves well in the lesson, and after tears begin, perhaps he is just too small for such loads and group lessons should be postponed for several months. If all the children are doing well and your child is constantly distracted, it is worthwhile to independently prepare them for group lessons, because raising children is the task of the parents, and the teachers should be taught.

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