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THE ROLE OF INTRODUCING AND TEACHING MUSICAL INSTRUMENTS IN
DEVELOPING CHILDREN'S AESTHETIC COMPETENCE IN PRESCHOOL
EDUCATIONAL ORGANIZATIONS THROUGH MUSIC EDUCATION
Rahmonov Ulug‘bek Karimovich
Associate Professor of the Department of Social and Humanitarian Sciences,
Correspondence Department, Fergana State University,
Excellent Teacher of Secondary Specialized Vocational Education
Annotation:
The article presents information on introducing and teaching children to play
musical instruments to develop aesthetic competence in preschool educational institutions
through music education, and discusses ideas on introducing and teaching children to play
musical instruments.
Keywords:
World, social and spiritual, reform, education, upbringing, technology, generation,
material and technical, qualification, pedagogical, international, norm, first, program.
INTRODUCTION
In the process of preschool education, the development of children's aesthetic competence plays
an important role in shaping their emotions, creative thinking skills, and breathing. Aesthetic
education, especially through musical instruments, helps children not only develop the basic
concepts of art and culture, but also their inner world and aesthetic observation skills.
Introduction to the world of music for preschool children helps them think, serves their creative
and emotional maturity. Through musical education, children not only develop their ability to
perceive rhythm, melody, and tone, but also opens the way to experiencing a wide range of
aesthetic games and sensations. At the same time, introducing children to musical instruments
forms the ability to think creatively and work independently, laying the foundation for a
meaningful and complex set of skills.[1] Introducing and teaching children to musical
instruments in preschool educational organizations is a key factor in improving their overall
development and creative abilities, and is of great importance in the formation of children's
aesthetic competence. This article analyzes the role, content and methodology of introducing
children to musical instruments in the development of children's aesthetic competence.
The role of music in the educational process is especially important, since music forms refined
definitions, feelings and aesthetic values in children. In preschool education, providing
children with aesthetic knowledge through musical instruments and developing their creative
abilities, in turn, is of great importance in their overall development. This article highlights the
process of developing children's aesthetic competence through music education and the
importance of introducing musical instruments in this process.
The main goal is to ensure the comprehensive development of the younger generation, to
introduce advanced educational technologies implemented in foreign countries to our country, to
further improve the preschool education system, which is the initial stage of education, to
strengthen its material and technical base and expand its network, to provide qualified
pedagogical personnel, to radically improve the level of preparation of children for general
education schools, and to organize education in accordance with international requirements.
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The importance of introducing children to musical instruments and teaching them to play them in
developing their perception, talent, and thinking is a very complex process, and it is necessary to
listen attentively to the performance, to be able to perceive the content and essence of the melody
in the process of performance.[2] We know from human psychology that listening to, hearing,
and performing music is hard work that must come from the heart. To master it, the unity of
mind and consciousness is required.
Literature analysis and methodology
The importance of introducing and teaching children to musical instruments in developing their
aesthetic competence in preschool educational organizations is widely covered, in particular, in
modern pedagogical literature. Literature analysis and methodology show the importance of
various pedagogical methods and age-appropriate methodologies in increasing children's
aesthetic knowledge through music.
The main goal of aesthetic education is to develop children's abilities not only through art, but
also to understand and express their feelings. Pedagogical scientists such as Ye.A. Passov and
V.A. Kulnev consider aesthetic education to be an important task in forming a spiritual attitude
to social life, that is, developing age-appropriate aesthetic feelings in children.[3] Musical
education is a unique tool that serves to develop children's abilities such as distinguishing
pleasant and unpleasant sounds, clarifying the concepts of rhythm and melody, and expressing
feelings through colors and shapes.
A.V. Levin and T.N. Orlova emphasize in their works the importance of developing children's
aesthetic abilities through music education. Musical education is an important tool in the
formation of cognitive and creative abilities of young children. With the help of musical
instruments, children have the opportunity to understand complex emotions, respond to changes,
and form creative and emotional experiences. Based on the theories of G.V. Shasky and S.L.
Rubinstein, they looked at the development of children's ability to understand specific and
general emotions through music, as well as creative work. Music plays an important role in the
development of children's aesthetic competence. T.I. Schmidt and E.M. Nebolsin, having studied
the aesthetic knowledge and abilities of children, developed a number of effective methods for
directing their education in the process of music education. They focused on the formation of
various aesthetic categories in children through musical instruments, namely, competition,
rhythm, phrasing, emotional skills. emphasize the need to pay attention to the design.[4]
The methodology for introducing and teaching musical instruments to children in preschool
education to develop their aesthetic competence is based on various methodological and
pedagogical principles. The main methods and techniques used in this methodology include the
following:
Interactive and experimental methods. Interactive and experimental methods play an important
role in providing aesthetic education to children through music. Through interactive methods,
children develop their ability to play music, respond to sounds, and solve problems. The main
goal of these methods is to fully involve children in the musical process and direct them to
complex aesthetic experiences.
Storytelling and game methods in education. Storytelling and the use of games through music are
also important in the formation of children's aesthetic competence. M.I. Frolov and V.M.
Filippov emphasized the need to use stories and games in music education as necessary teaching
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tools. Musical games allow children to play music and combine rhythm, sound and
expressiveness.
Understanding and combining rhythm and melody. In music education, special techniques are
used to understand rhythm and melody and combine them. Methods are developed that help
children separate each component of rhythm and melody when working with music, understand
their interrelationships. These methods serve to improve children's listening skills and direct
them to aesthetic experiences through music.
Developing emotional orientation and creative thinking. Playing and using music affects the
emotional world of children. One of the important methodological principles is the development
of children's emotional skills. To achieve this goal, various ways of expressing and changing
emotional states and feelings through music are used.[4]
Introducing and teaching musical instruments is an important pedagogical tool in developing
children's aesthetic competence in preschool education. Musical education helps to ensure the
emotional, aesthetic and creative development of children, to form their abilities to understand,
express and perceive new aesthetic values. Based on the analysis of literature and methodology,
effective methods and techniques for developing aesthetic competence in children through
musical education have been developed.
In the 20th century, the representative of the Russian musical community A.T. Rubinstein
defined it as “Incessant talent perishes, but persistent talent, even if it is not talented, gains
fame.”
Conclusion
It was found that in preschool educational organizations, familiarization and teaching with
musical instruments is of great importance in developing children's aesthetic competence. Based
on the analysis of literature and methodology, musical education is used as an effective tool in
ensuring the emotional, aesthetic and creative development of children.
Musical education helps to form the ability to understand and express various aesthetic concepts
in children, in particular, rhythm, melody, sound and emotions. Music also develops children's
creative thinking, ability to express emotions, and ability to work with others.[5] The
methodology shows the importance of using interactive, experimental, storytelling, and game-
based music education as auxiliary methods. These methods serve to arouse children's interest
and develop them through playing music. Thus, in the development of children's aesthetic
competence in preschool education, education through musical instruments is important for their
spiritual and creative development, and the effective and correct use of musical instruments in
the educational process is required.
Discussion
The importance of introducing and teaching children to musical instruments in the development
of children's aesthetic competence in preschool education plays an important role in the creative
and emotional development of young people in modern education. The discussion includes a
number of important points, along with the use of appropriate methods and techniques. Playing
music to children is an important tool for developing aesthetic competence, forming their inner
world and creative thinking, and serves to develop creative and emotional abilities. Musical
education, of course, gives children not only aesthetic, but also spiritual knowledge, because
through music, children not only get to know music, but also develop skills such as
understanding and expressing emotions, changes and situations from it. At the same time,
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pedagogical methods and methodologies are very important in solving problems for the
effectiveness of playing and teaching music in the educational process. For example, It is
necessary to develop methods that are appropriate for the age and psychological characteristics
of children, and to present musical elements such as rhythm, melody, and sound to children in an
understandable and interesting way. Also, inclusive and interactive directions of music education
should be used to awaken children's firm views and interest in change. Another important aspect
of imparting aesthetic knowledge to children through music is pedagogical analysis and age-
appropriate methods.[6] It is important to use experimental and advanced methods in involving
children in music, as well as to create opportunities for them to demonstrate their creative
abilities through music through play and creative relationships. The impact of music education
on the psychoemotional development of children requires a correct pedagogical approach aimed
at increasing their creative and spiritual maturity.
As a result, in the development of children's aesthetic competence in preschool education,
introducing and teaching musical instruments not only helps to increase children's technical
knowledge, but also to form and develop their emotions, creative abilities. In this process, the
compatibility of pedagogical approaches, methodologies and educational strategies is important
in ensuring the aesthetic development and creative maturity of children.
Conclusion
Introducing and teaching musical instruments plays an important role in the development of
children's aesthetic competence in preschool education. Musical education helps to form
children's emotional and creative development, as well as aesthetic feelings. In this process, if
children are given the opportunity to understand important aesthetic components such as rhythm,
melody, sound and emotional expression through playing music, their creative thinking and
ability to express their feelings will develop. Based on the literature analysis and methodology, it
was determined that in order to increase the effectiveness of music education, it is necessary to
use pedagogical methods and techniques in age-appropriate, interactive and experimental
directions.[7] Through musical games, stories and creative activities, children increase their
interest in playing music and form their aesthetic abilities.
At the same time, in order for music education not to negatively affect the spiritual, emotional
and creative development of children, it is important to work with systematic, modern
pedagogical methods and techniques, and to teach aesthetic concepts to young people through
various musical instruments in an effective and interesting way. The importance of music
education for young people is not only technical knowledge, but also plays a major role in
ensuring their creative and spiritual growth.
Children receiving education in preschool educational organizations are the heirs of the future of
our country. In this educational center, children develop a culture of mutual interaction, the
qualities of kindness and friendliness, physical and spiritual, mental and moral, love for each
other, mutual respect and tolerance, interethnic harmony, national and universal values, which
have a great impact on their spiritual development.[8] By introducing children to musical
instruments and teaching them to play them, which is part of music education, it serves as the
main foundation for shaping their perception, talent, ability, and thinking.
Used literature.
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