| Abstract [eng] |
The goal of pre-school fostering is to disclose personality of every child, to develop a pupil who has confidence in himself and his abilities; as well as has a strong motivation for knowledge. By developing pre-school children with the help of music activity the author of this master’s thesis noticed great changes not only in musical abilities of children. A hypothesis raised in the master’s thesis that music education integrated into preschool fostering process may have a significant impact on the child’s socialization, emotional development, fosters the development of intellect, forms a creative personality. Seeking to confirm this hypothesis, a goal of this research paper was formulated – to disclose the possibilities of developing emotional and cognitive abilities of pre-school children with music activity. The following objectives were set for in the master’s thesis: to discuss the features of pre-school/pre-primary music education features; to analyze the peculiarities of pre-school children’s psychological -social development; to study the conception of emotional and cognitive abilities in educational respect; to explore the possibilities of music integration into general educational activity. After analyzing philosophical, psychological and pedagogical literature, relevance of the issue became evident. A prospecting study revealed that only half of the respondents who participated in the survey (parents of pupils) resort to non-formal music education as a means of developing emotional and cognitive abilities of pre-school age children, although all of them require additional music activity for their children. Data triangulation (by applying qualitative and quantitative studies) enables to conclude that the hypothesis raised at the beginning of the research paper proved to be true – all parents obviously understand the importance of music for the development of emotional and cognitive abilities and discern a lack of music education in pre-school education programmes. An experimental study (a quasi-experiment) and interviewed parents of the experimental children’s group agreed that the children whose abilities were developed with the help of music, easier learned to read, to calculate, became more creative, emotionally stable and prepared to go to school. An uninterrupted music education at this age period for this sole reason is of essential necessity and importance not only for children’s self-expression, but also for their social skills, game, knowledge and perception of one’s own self. |
