Developing a Sense of Rhythm in Musically Gifted Preschool Children Through Logorhythmics in a Digital Educational Environment

Abstract

The article substantiates the significance of logorhythmics as an effective and innovative pedagogical tool for developing psychomotor functions and a sense of rhythm in musically gifted older preschool children in the context of the need to implement the educational process in a distance learning format. The relevance of the study is driven by the rapid digitalization of the modern educational environment and the need to adapt traditional approaches to music education to new conditions of instructional organization and to the cognitive profile of Generation Alpha.

The interconnection of music, movement, and speech is revealed as a fundamental functional triad that stimulates complex neurodynamic processes, enhances physical coordination, improves articulation and speech production, and intensifies overall cognitive activity. In this context, rhythm is considered not only as a component of musical ability but also as a basic biological mechanism that ensures neural synchronization, temporal information processing, and holistic personality development.

Special attention is paid to the strategic implementation of bioenergoplastic exercises and game-based gymnastics, which contribute to harmonizing cognitive and physical development, regulating muscle tone, and forming fine and gross motor coordination under conditions of digital mediation. The article presents a detailed step-by-step structure of an online logorhythmics lesson consisting of preparatory, main, and concluding stages. Each stage is functionally oriented toward activating sustained attention, developing rhythmic perception, and ensuring the necessary psychophysiological stabilization after intensive mental workload.

Key pedagogical conditions for the effective implementation of classes in a virtual format are identified, taking into account children’s limited attention span, their emotional sensitivity to multimedia content, and their responsiveness to various digital stimuli. The results indicate that the systematic integration of musical-rhythmic exercises in a virtual environment contributes not only to musical development but also to successful social adaptation, emotional engagement, and creative self-realization of gifted preschool children in the modern digital educational space. Such a comprehensive approach ensures the realization of a child’s creative potential by combining traditional music education with the requirements of 21^st-Century pedagogy.