The article briefly discusses the educational constituent of the ethnic component of music
classes in kindergartens, the expansion of its educational potential, and the actualisation ofcreative and synergetic properties. It is noted that due to its specificity, the folklore cultureis equally close and understandable to children and adults, people of different professionsand educational levels. In this regard, the need to rethink the principles of pre-school music education is emphasised. The most acute problems include insufficient orientation of methodological sources to the practical educational process, the low level of funding, not always sufficient competence of music workers, various contextual factors. The author attaches particular importance to the use of game and competitive methods in music classes in kindergarten. In this sense, the educational potential of folklore is extremely great through interdisciplinary connections with history, music, theatre and poetry.
Keywords: music education, ethnic component, pre-school educational institutions,
educational activities.
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