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The article considers the problem of developing musical abilities in pre-school childhood in line with the problem of forming the basics of the musical and general culture of children. The concepts of „musical abilities,” emotional responsiveness to music „in the aspect of the evaluation function of emotions in pre-school age are analyzed. It is shown that the role of the content of education, the quality of the repertoire studied has a direct impact on the personality formation of pre-school children. The data of experimental research are given, showing the effectiveness of the technology implemented in O. P. Radynova’s program Musical masterpieces not only in terms of the development of musical abilities but also aesthetic emotions, thinking, imagination, interests on value content – works of high art.

The article reveals the problem of forming the foundations of ecological culture in preschool children by means of musical art. Formation of the foundations of ecological culture occurs not only on the basis of accumulation of natural history knowledge, in preschool childhood this process proceeds more efficiently if it is based on sensory cognition of the beauty and harmony of nature, the motives of a respectful attitude towards nature crystallize in the experience of emotional and value experiences. The article authors consider the mechanisms of formation of a child’s ecological culture in the process of perceiving the artistic and figurative content of music. Sensual experience as the basis of cognition in art makes it possible to form a system of value experiences, including those associated with the child’s attitude to animate and inanimate nature. Emotional responsiveness to the beauty of music, works of art reflecting images of nature is associated with responsiveness in life. The need to protect, preserve and increase the wealth of native nature can be brought up in the experience of communicating with music, if the child experiences the content of the musical image as a personally significant event.

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