Psychological and pedagogical approaches to diagnosing children's value attitude towards music

this article presents an analysis of psychological and pedagogical approaches to diagnosing children's value attitudes towards music. Special attention is paid to the principles of selecting and developing diagnostic tasks that take into account the structure of value attitudes (emotional-value, cognitive, and activity-based), the age characteristics of children, and current trends in music education. The article provides theoretical foundations and examples of diagnostic tasks developed based on various approaches. The results of the testing are described, and the prospects for using the proposed methods in educational practice are discussed. The formation of a value-based attitude towards music requires a comprehensive diagnostic approach that assesses the child's emotional responsiveness, comprehension, and active engagement. Existing approaches may not fully capture the depth of emotions and creative activity, focusing primarily on evaluating knowledge or mere participation. Therefore, it is crucial to systematize the principles of developing diagnostic tasks that take into account the structural components and age-related characteristics. The aim of this research is to identify and justify psychological and pedagogical approaches aimed at assessing a value-based attitude towards music. The article aims to analyze the components of the relationship, define the principles of task development, present examples of tasks, and discuss the criteria for evaluating them. To assess the value attitude to music in preschoolers, diagnostic tasks have been developed, covering the emotional-value, cognitive and activity components. The assessment was carried out qualitatively and quantitatively, analyzing the answers, drawings and observing the activity of children. The results of the tasks allow to assess the ability of a child to emotional experience of music, understanding its content and active musical manifestation. The results of the approbation confirm the effectiveness of the proposed approaches to the selection and development of diagnostic tasks. A comprehensive approach that covers all components of a value-based attitude towards music allows for a more complete and objective understanding of the level of its development in children. A comprehensive approach that takes into account the structure, age, and psychological and pedagogical principles is important for diagnosing a value-based attitude towards music in children. Tasks that encourage active engagement with music rather than simply testing knowledge are effective. The results of the study will help teachers develop diagnostic tools and individualize music education. The proposed approaches can serve as the basis for creating a diagnostic system for children of different ages, promoting effective music education.

value attitude to music, diagnostics, musical education, children, psychological and pedagogical approaches, diagnostic tasks, age-related features