The importance of developing the psychomotor skills of young school-age children through the means of music and movement

Actuality. The current training system with primary school children offers a flexible offer, which allows the teaching staff to modify, supplement or replace the learning activities. The pursued study consists in the analysis and determination of a personalized didactic approach, through which the training of the skills provided by the program is ensured in the specific context of each class and each children. The need for a specific approach to early childhood education is essential, based on the stimulation of learning through play. In this sense, the "music and movement" discipline has a novelty character in relation to the disciplines studied so far in primary education, due to its integrated character. Movement through its means educates the basic components of body-gestural beauty and expressiveness. Music is the perfect artistic way to express feelings and emotions, it contributes to the development of cognitive processes and the development of children's personalities. The purpose of the research is to improve the instructional-educational process of primary school students through the formation of motor intelligence, based on the specific means of movement in combination with musical support. Research objectives: 1. The study of specialized literature regarding theory and practice in order to form the personality of primary school students through the use of music and movement 2. Determining the development of a curricular model as a means of training motor intelligence based on a music and movement program oriented towards the psychomotor training of young school-age students Research methods used are: bibliographic study, interview and pedagogical observation, the method of tests and pedagogical experiment. The results of the study demonstrated that the discipline "Music and Movement" aims at an educational course specific to the intuitive stage, as the first stage in the realization of musical education. The association of music and movement at the level of the official curriculum has the advantage of stimulating the expressive manifestation of the student. The sociological study carried out on the level of development of the motor intelligence of primary school students shows that in preparatory classes I and II the association of music and movement is on the one hand appropriate to the particularities of the children's age, and on the other hand has pedagogical valences in the sphere of supporting physical development harmonious, movement coordination, aesthetic sense development, affective development and intellectual development. By determining the level of knowledge of physical education teachers about learning and motor intelligence of children of small school age, analyzing the level of awareness of teachers about motor learning, motor intelligence of students in order to improve psychomotricity components within the discipline of Music and movement and identifying the way in which physical education teachers represent their method of teaching the subject in the instructive-educational process for children of small school age, it was found that musical education has a determining role in the multilateral development of children's personality and is an integral part of aesthetic education, throughout elementary school. The argumentation and experimental verification of the effectiveness of the methodology of applying music and movement activities, aimed at the formation of the personality of primary school students in psychosocial and psychomotor terms, makes a substantial contribution to the formation of the personality of students by optimizing psychomotor potential, motor intelligence, establishing interpersonal relationships effective, expressed through indicators of group cohesion and personality traits by approaching new perspectives in the instructive-educational process in the field of music and body movement for students. The applied value of the research is given by filling the obvious gap created in practical knowledge and developing the curriculum that combines music and movement, contributing to the harmonious development of primary school students and increasing interest in active and creative participation in their own training. The correlations obtained for the test values at the beginning and at the end of the training period additionally underline the well-achieved results by using the proposed curriculum through the value of the correlation coefficient for the experimental group in the final tests but also by the correlation of the data obtained at the end of the test period between the various tests carried out: movement memorization, body alignment, rhythm structure and musicality and dynamism. The overall value of these tests underlines Gardner's idea, like "music and movement to define as an ability to solve problems and/or create products that are valued at a given time by a certain human culture". The influences of musical education are not only limited by the biological side, but also determine the formation of skills, skills and motor qualities, they have positive effects on the spiritual side as well, the student being engaged with his whole personality. Practicing for physical perfection the student perfects his higher spiritual structures of cortical activity involved in the development of language, thought and all psychic capacities. The declared goal is that the students will obtain superior values of the various psycho-functional types through which the motor intelligence will be manifested.