Volume 04 Issue 02-2024
110
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
110-115
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article discusses the problems devoted to the importance of musical activity in kindergarten as a means of
corrective work with children with severe speech impairments.
The author identifies the main types of musical activity and explores their influence on the process of correction of
speech disorders in preschool children.
KEYWORDS
Musical activity, correction, listening, singing, musical rhythmic movements, elementary music making.
INTRODUCTION
Today, modern preschool pedagogy is directed to the
implementation of correctional works using various art
forms. Music is one of the most important means of
development and upbringing of a child with severe
speech impairment. Through music, the child can be
actively included in the environment of cultural and
educational society. V.M. Bekterev, I.M. have been
interested in the problem of the effect of music on the
human div for a long time. Sechenov, G.P. It is
reflected in the works of other research scientists, such
as Shipulin. Music has a beneficial effect on the
respiratory system, movement system, cardiovascular
system of the human div. Music activities in
kindergarten help to correct the deficits characteristic
of children with speech disorders. In addition to speech
disorders, children in foster care have disorders of fine
and articulatory motor skills, there is a lack of
processes such as attention, speech perception,
memory, visual orientation. At the same time, musical
activity ensures the training of the hearing organs, the
Research Article
TYPES OF MUSIC ACTIVITIES IN SCHOOL EDUCATION AND THEIR ROLE
IN CORRECTIVE WORK WITH CHILDREN WITH SEVERE SPEECH DEFECTS
Submission Date:
February 19, 2024,
Accepted Date:
February 24, 2024,
Published Date:
February 29, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue02-18
Muhitdinova Malohat Saidjabborovna
Senior Teacher At Department Of Music Education At Chirchik State Pedagogical University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 02-2024
111
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
110-115
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
development of the respiratory organs, the
development of abilities such as flexibility, endurance,
and freedom of movement. It leads to the correction
of incorrect pronunciation and "lubrication" of
speech.[1]
Duties of music director.
Based on the specific characteristics of children, the
correctional general tasks of music education
(according to N.A. Vetlugina):
1. Increase love and interest in music. This task is solved
by developing musical perception and musical hearing.
2. To introduce children to various works to enrich
them with musical impressions.
3. Development of skills in all types of musical activities:
singing, listening, musical-rhythmic movements,
playing musical instruments.
4. Development of general musical learning by
developing basic and non-basic musical skills.
5. Helping to educate and form musical taste based on
the first impressions of music.
6. Use of all types of musical activity (singing, listening,
musical-rhythmic movements, playing on children's
musical instruments) and forms (training, early and
recreational activities, independent musical activities,
and music in everyday life) for the comprehensive
development of the child.
7. Development of creative activity in all types of
musical activities available for children. This is a very
difficult but very important task for children with
speech disorders: its solution relieves tension in the
child, helps him to feel lighter mentally, to feel freedom
of movement and perception.[2]
Musical education is carried out taking into account the
specific characteristics of children with speech
disorders and, in addition to solving musical problems,
includes the following corrective tasks:
1. Mental health: belief in one's own abilities, patience,
strong will characteristics. Helping every child to feel
their achievements, to be able to express themselves
in any musical activity, to develop more fully.
2.
Normalization
of
mental
processes
and
characteristics: the ability to control memory,
attention, thinking, mental sensitivity and inhibition
processes. Communicating with music helps to
develop attention, trains hearing organs. Much
attention should be paid to the development of more
musical learning focus and musical memory. In this
case, the primary auxiliary activity is well-developed
musical perception-listening activity.
3. Strengthening of the movement system, training:
development of balance, freedom of movement,
elimination of excess muscle tension. Finding direction
in the environment, coordination of movements,
development of breathing; to educate the correct
stature and correct gait; formation of movement skills
and competencies; develop agility, strength, patience.
4. Correction of a number of speech defects:
incomprehensible pronunciation, rapid speaking,
swallowing the end of words.[2]
Conditions for effective work with children.
To solve such difficult tasks, a number of conditions
must be met.
Volume 04 Issue 02-2024
112
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
110-115
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
1.
Knowing
the
psychophysical
and
speech
characteristics of children, taking these characteristics
into account, knowing the composition of the group
and speech profile when planning work.
2. To understand the "Educational Programs in
Preschool Education and Organization" and all
regulatory documents and, based on them, determine
the amount of skills in all types of musical activities for
each age group.
3. Improving the interaction of the music director with
educators and specialists working in a specialized
preschool education organization: defectologists,
psychologists, physical education teachers, medical
staff.
Such relations are necessary at the beginning and end
of the year by all specialists when diagnosing children,
discussing the unique characteristics of each child,
choosing the main directions of working with him and
the methodological techniques used, as well as
discussing the results of work, evaluating the
effectiveness of the materials and methodological
methods used.
Conversations with defectologists and teachers, taking
into account their opinions and suggestions are very
useful in choosing corrective speech materials (poems,
songs). It is especially important for the music director
to work closely with the teachers who interact with the
children the most. [2]
The music director works together with the educator,
sometimes through him, on the formation of skills in
various musical activities (showing them in practice
and helping children individually). Educator is the first
assistant of the music director in conducting classes
and celebrations, and most importantly, in performing
correctional and musical tasks.
4. To strengthen children's health, their psycho-
emotional and physical condition. Often, children with
speech pathology (suffering from diseases such as
stuttering, general underdevelopment of speech,
delayed mental development) are physically weak. And
without strengthening their health, it is not necessary
to expect a child to perform exercises that require a lot
of effort to correct speech defects.
5. Be self-demanding when working with children and
adults: work with patience, creative approach to
selected materials, methods and styles, be attentive to
one's behavior, speech culture (speech should be
gradual,
meaningful,
emotional,
simple
and
understandable needed). In addition, it is necessary to
remember about the dosage of adult speech, adults
should speak less, mainly children should be activated
to speak.
6. Adherence to the didactic principles of education:
systematicity, consistency, repetition, consciousness
and activity, demonstrability, popularity and gradual
increase in requirements.
The main management principle of the pedagogue is to
pay attention to each child, taking into account his age,
speech, characteristics and needs.[4]
Methods and means of performing musical correction
tasks. It is very important what methods and
techniques are chosen and used when working with
children with speech disorders. Visual, oral and
practical methods are used in musical correctional
education.
Volume 04 Issue 02-2024
113
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
110-115
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Demonstration methods, in turn, include: visual-
auditory,
visual-visual
and
tactile-muscular
demonstration.
audition:
a) performance of a musical piece, music director,
educator and child singing;
b) listening to instrumental and vocal music (in audio
recordings)
s) listening to different types of folklore (oral, musical,
instrumental, game, etc.).
g) use of musical instruments (metallophone, drum,
drum, rattle, etc.) as an exhibition.
Visual-visual techniques include:
a) for any musical activity (singing, musical-rhythmic
movements,
playing
musical
instruments)
demonstration by the pedagogue of various
performance styles.
b) showing a child who has mastered the technique
c) "comparative demonstration" can be used to
develop attention and analytical skills (in this case, the
pedagogue ensures that actions are shown correctly
and incorrectly). [3]
It is good to use gestures that show attention to the
pitch or performance, as well as facial expressions that
help children feel the mood of the song or dance.
In addition to the above-mentioned visual methods, it
is appropriate to use any visual aids: images, pictures,
musical-didactic games, toys, video films, various
manuals and attributes (sultans, leaves, scarves, etc.).
Speaking about tactile-muscular demonstrability, the
pedagogue's individual support for taking the correct
starting position or performing a specific action is
meant both in training and in everyday life.
Verbal methods: explanations, instructions, questions,
verbal instructions, story, conversation, commands.
Explanation. The level of its complexity depends on the
profile of the speech group, the age of the children, the
season of the year, and the level of development of
verbal perception. The explanation should be short,
clear, emotional.[4]
Instructions. We use them often, they can be directed
at all children, or at a single one, gently, without
attracting attention.
Questions.
They
should
be
clear,
precise,
understandable. This is one of the most important oral
methods: it stimulates mental activity, activates
attention, develops memory.
It is recommended to use all oral methods in
moderation, without overloading children's training. In
addition, it is not recommended to use oral techniques
in the background of music performance or singing.
And, of course, pedagogues (music directors,
educators, speech pathologists) should be careful with
their speech during music lessons. Such situations
distract children's attention and make it difficult for
them to perceive.
Practical method or method of exercises. This is due to
repeating the difficult parts of the whole work many
times. Children with speech disorders need a lot of
repetition in mastering any musical movement,
Volume 04 Issue 02-2024
114
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
110-115
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
singing, dancing, listening, and building skills, so the
role of exercises is very important here.
In order to achieve good results with children with
speech disorders, it is important to use a variety of
methods and materials to work with all kinds of musical
activities.
In the preschool educational organization, correction
work with children with severe speech defects is
carried out by the following types of musical activities:
listening
to
music,
singing,
musical-rhythmic
movements, elementary instrument performance.
Listening to music is the leading type of music activity
because all activities are based on listening to music.
Children learn to distinguish the sounds of different
musical instruments, distinguish the strength, pitch
and duration of the sound. The effectiveness of
listening to music increases by simultaneously
performing musical rhythmic movements (such as
clapping, tapping the feet, tapping the div). It is
easier for children to express the mood of music
through movement than through words. Exercises
with the child on the sense of musical rhythm will later
transfer to his musical actions, and later on his speech.
Children are listened to musical material that is
understandable in terms of content. For example, from
classical musical works D. "Rondo-marsh" by
Kabalevsky, P. "Flower Dance" by Tchaikovsky,
"Evening Tale" by A. Khachaturian and others. Games
play an important role in listening to music. [5]
Thus, to determine the musical genre D. Kabalevsky's
"Journey March" musical work "Bridge" rhythmic
game is used. The goal of this type of music activity is
to develop children's innate vocal abilities, to make the
tone pure intonation. Singing for children with severe
speech defects helps to normalize the functioning of
their speech apparatus - breathing, articulation, sound
production components - aspects of pronunciation, as
well as the development of memory, imagination,
musical-sensory abilities.
At the initial stage of the work, it is necessary to work
on acquiring the skills of accurate pronunciation and
comprehension of the text. Correct pronunciation
exercises are often used for this. (Uzbek children's
games "Aq terakmi, kok terak", "Chori-chambar") and
voice tuning exercises with gesture movements (D.
Omonullueva's "My name..., my age...", B. Tilicheva's
"Uprajneniya dlya raspevki golasa ", "Da-de-di-do-du"-
exercise, "Snegiryok" by B. Tolkachyova").[5]
When working with children with severe speech
disorders, musical-rhythmic movements teach div
control, and then through dancing, circle movements
to music, preparation is made for the development of
basic dance movement skills used in games.
The use of some objects (flags, cones, sticks, scarves,
etc.) helps the development of the activity. Moving
with toys or props to music makes children want to
dance.
Combining musical games with singing and dance
movements solves coordination problems in children,
regulates the speed of movements (from Uzbek folk
games "Chitti gul", "Kim oladi-yo?", "Archa bayrami" by
D. Omonullaeva).
Playing musical instruments develops a sense of
rhythm and timbre reading. For example, it is useful to
perform works such as "Kari navo" from Uzbek folk
songs or Russian folk song "Vo pole beryoza
stoyala".[4]
Volume 04 Issue 02-2024
115
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
110-115
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Performance activities on musical instruments are
directed to the implementation of the following
corrective tasks: bells, trumpets, metallaphone,
spoons - to develop fine motor skills; drum, circles,
moroccos, castanets - to develop movement
coordination, etc. Also, playing non-pitch musical
instruments is extremely useful in remedial work with
children with severe speech impairments.[2]
Thus, there is no doubt that musical activities are
extremely effective in solving corrective and
developmental tasks with children with severe speech
defects.
As a result, preschool children develop interest in
music, emotional sensitivity and impression. The child
learns to coordinate movements, exercises articulation
and breathing apparatus, develops memory, attention
and musical learning. Musical training has a positive
effect on the emotional sphere of the student, and as
a result, he is ready for more complex training.
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1.
Боромыкова, О. С. Коррекция речи и движения с
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Комплекс
упражнений по совершенствованию речевых
навыков у детей дошкольного возраста с
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СПб: ДЕТСТВО
-
ПРЕСС, 1999.
2.
Ветлугина, Н. А. Методика музыкального
воспитания в детском саду. —
М.: Просвещение,
1989. 3. Теплов, С. А. Психология музыкальных
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М.: 1985
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Аюпова
М.Ю.,
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номидаги
ТДПУ,
2007.
Волкова Г.А. Логопедик ритмика. Москва. 2004.
5.
N.Yusupova. Musiqa savodi, metodikasi va ritmika.
«Musiqa» nashriyoti Toshkent 2010
6.
Мухитдинова М. С. НУТ
Қ
ИДА
О
Ғ
ИР
НУ
Қ
СОНИ
БОР
БОЛАЛАР
БИЛАН
КОРРЕКЦИОН
-
РИВОЖЛАНТИРУВЧИ
ИШЛАРНИ
ОЛИБ
БОРИШДА
МУСИ
Қ
А
МАШ
Ғ
УЛОТЛАРНИНГ
ИМКОНИЯТЛАРИ
//
МУ
Ғ
АЛЛИМ
ҲӘ
М
Ү
ЗЛИКСИЗ
БИЛИМЛЕНДИРИЎ
.
–
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