Development of motive as an incentive to success at the initial stage of learning music

We present material on the problem of intensification of teaching music to preschool students from the standpoint of the analysis of pedagogical interaction aimed at the development of positive motivation. Due to the many diverse interests, it is difficult for a child at this age to focus on music only and form positive motivation. The motive is understood as the rationale for a sustainable desire for a certain activity. Motives, like other personality traits of a preschool student, are unstable and varied. The child is susceptible to many constructive and destructive factors of development, which often distract him and extinguish the motive for achieving musical success. Strengthening of motivation and appropriate methodological support of the personality-oriented technology of teaching music at the initial stage is required. The development of motive is crosscutting and accompanies the cognitive and effective stages. For each stage, a selection of creative tasks is presented – methodic support, since reproductive activity quickly reduces interest and the motive is replaced by another. For the majority, a combination of various directions of creative activity is effective. The ideal conditions for keeping motive in the course of learning is a highly qualified teacher who knows personality-oriented technologies, and an interested preschool student, a bearer of musical abilities at a sufficient level. And the main thing is their benevolent interaction. The expected results are presented. That is, the development of the motive for achievements in music at the initial stage will allow the teacher to retain interest and, on the basis of the motivation of the future musician, carry out from small performances to success.

preschool student, motive, interest, process of learning music, technology, technological support, reproductive activity, creative activity