Abstract:

A result-based education model, which focused on the content of specific educational subjects, is the past of education system. With the transition of modern education to a platform of competence-based approach, it is necessary to consider the process of developing competence through a complex educational situation leading to the development of integrative learning in preschool. The highly structured content of the items has been replaced by broad integration, the importance of which has increased nowadays.

The developed Model of Integrative Music Learning, based on a thematic approach, takes into account the life experience of preschool children, which requires an interdisciplinary approach.

The present study aims to analyze philosophical and psychological aspects of the Model of Integrative Music Learning by identifying and gaining a deeper understanding of the main aspects in the process of children’s musical activity in preschool.

Using the systematic literature review method the author identified and gained a deeper understanding of philosophical and psychological aspects for the elaboration of the Model of Preschool Integrative Music Learning, which contributes to the development of not only the cognitive sphere of the child, but greatly enriches his/her emotional world and helps to enrich social experience in joint musical activities. According to integrative music learning and thematic approach, the preschool music teacher’s mission is to live with the children and show them the beauty and uniqueness of the world through such main values as nature, human, motherland, work, and love.

Keywords:

Integrative music learning, preschool, children’s musical activity