DEVELOPMENT OF PRESCHOOL CHILDREN’S MUSICAL AND MOTOR ACTIVNESS IN THE COURSE OF CHOREOGRAPHY TRAINING

The article deals with the urgent problems of developing musical and motor activeness of preschool children by means of Choreographic art, it suggests psychological and pedagogical interpretation of the terms «activeness», «motor activeness», outlines the age peculiarities of preschool children, determines the principles and the structural components of preschool children's musical and motor activeness in the course of Choreography training. Attention is focused on the fact that motor activeness is an important element and an essential component of a healthy lifestyle. It has a significant role because the child's mental activity and ability to work increase, resistance to diseases and work of the respiratory system improve, the heart muscle strengthens and metabolism normalizes due to motor activities. Choreography plays an important role in the process of raising children. It makes it possible to solve many problems of physical education, including the facilitation of the development of coordination abilities, since the choreographic skills and skills by their nature, structure and method of study are identical with the motor skills. It is emphasized that musical and motor activeness is a basic and integral part of the Choreography lesson. It has a significant influence on the development of preschool children, their emotional state, psychomotor system and behavioral reaction to the rhythmic and auditory perception. The concept «musical and motor activeness» is defined by the authors as the ability of the individual to master the system of corresponding choreographic movements for solving a specific problem in synthesis with music and which includes motivational and emotional, content-oriented, operational and activity-based components. The motivational and emotional components play a decisive role in the structure of the investigated concept, since motives are the driving force of any activity. Such methodological principles of development of preschool children's musical and motor activeness in the process of choreographic studies are defined: the principle of activeness, consciousness and independence in learning, the essence of which is to attract the children of the senior preschool age to productive creative activity which promotes the development of musical and motor activeness; the principle of contrast which provides for the alternation of various types of motor activity (active and passive); the principle of visibility, the essence of which is to use various types of visibility: natural visibility which includes various teaching tools (dance items, musical instruments) and internal visibility (images created by means of imagination, the speech of the teacher and the children themselves); the principle of an individual-differentiated approach, according to which a development (proficiency) level of preschool children's physical and choreographic abilities alongside with a degree of choreographic tasks complexity are taken into account.