The definition and teaching of music in early childhood education goes through musical activities that offer innumerable opportunities for the child to enhance his motor skills,
learn to control his muscles and move with ease. Thus, music in early childhood education can be a teaching method to aid in the development of children. We have prepared a series of tips on how to introduce children into music.
The child gradually forms his identity, perceiving himself different from the others and, at the same time, seeks to integrate with others. From the moment the child comes into contact with music in early childhood education, his knowledge becomes wider and this contact will also involve increasing his sensitivity and making him discover the world around him in a way pleasurable
Their interaction and social relationships will be marked through this contact, and their citizenship will be worked through the concepts that are passed through the songs. Music in early children education may involve other areas of knowledge, through the development of self-esteem, children learn to accept themselves with their abilities and limitations.
Musicalization is a tool to help students develop the universe that combines expression of feelings, their ideas, cultural values and helps the individual communicate with the outside world and its inner universe. Therefore, working with music in early childhood education is important.
What is the use of music in early childhood education?
Despite Law No. 11,769, enacted on August 18, 2008, which stipulates that music should be mandatory content throughout the Basic Education, where the goal is not to train musicians, but to develop the creativity, sensitivity and integration of students, we are far from a structural reality, although it is important to start, even knowing the possible mishaps that will happen.
Music in early childhood education is a powerful educational ally and a stimulus for learning. Brazilian educators have discovered that they are able to create high-quality materials for their students, not just transmitting what they find in books, and music is one of those discoveries.
For many, music in early childhood education serves only to calm and discipline an inattentive and disobedient group, or to fill spaces in entertainments performed by the school.
But it is scientifically proven that music in early childhood education facilitates learning, collaborates in cognitive development, stimulates potentialities of brain circuits, contributes to language comprehension and communication development, perception of subtle sounds, and enhancement of other skills.
Music in early children education is for entertaining and introducing musicalization
Music in early children education should be configured into a pleasurable activity as a way of introducing the little ones to music. Therefore, it is wrong to make activities with music contain only teachings, as if it were content to be learned.
In this situation, it is important that knowledge not be configured in only a large number of information, transformed into educational recipes. It is necessary to search for new methodological and didactic-pedagogical forms to be developed and introduced in the educational environment.
Therefore, teachers or parents should always introduce music in early childhood education so that children have fun, learn the sounds of instruments, sing and produce their knowledge through discoveries.
It is necessary to think that even if it has a pedagogical and educational background, the music in the children’s education is to make the children familiarize themselves with the musicalization, and to develop with all the benefits in the cognitive development that the songs bring.
Knowing this importance and, in view of these challenges, some approaches to working music in early childhood education will be seen below.
How to work music in early childhood education at home or at school
1 – Song
Singing with the kids when they arrive for class, snack time or time to go out is a fun and simple way to put music into their lives. This can be done since they are babies and should be a fun time. Parents can also do this activity at home.
2 – Body movements with songs
When singing with the children, encourage them to make movements. The song of little fingers, for example, can be sung by pointing at them. It is a way of teaching rhythm, taking content and working on children’s music.
3 – Songs used in play
Jokes can also be used for teaching. Playing wheel, teaching lyrics and rhythm, accompanying the songs with the steps, is a pleasant way for the child to learn and to teach songs of roda for her.
4 – Music with other activities
Using puppets to teach a song or to sing with children is also a way of attracting little ones to music. They usually interact and love the dolls, making learning a new letter, become something special.
5 – Music and rhythm through palms and beats
Some rhythmic verses can be accompanied with clapping or even beating in the wallet. The activity becomes a “mess” for them and teaches music, rhythm and poetry at the same time. “One, two, beans, with rice / three, four, beans on the plate …” can be used before feeding, for example.
6 – The use of musical instruments
Babies can play with special rattles. Older children may have contact with instruments for children. There is a di when it’s time to relax
Before going home, a relaxing music can even be used for babies. Time to stretch and listen carefully.
10 – Music Videos and Movies
At the time of the movies, choose a musical to go to your class. It’s a more relaxed way of putting music into children’s lives.
The benefits of music in early childhood education
In addition to assessing sensitive and individual perceptions, music in early children education can bring other gains. We separated, just below, some of them:
It may seem strange to speak in focus when we imagine the little ones dancing and having fun in the hills with a song on in the loudest sound. As they are musically educated, however, they tend to stop what they are doing to devote themselves to feeling the sound. Gradually this will be extended to other activities and that is where the magic happens because they will become more focused.
Music in early childhood education improves reasoning and concentration, it is evident that loudness can make the little ones more creative because they will direct productive thinking to create new things.
Better reasoning also leaves the ground fertile so that they feel more free: they will dare and explore fields hitherto hidden from their creative abilities.
As an artistic product has its bases aligned to certain cultures, dealing with different elements, it also shows a beautiful attraction. Listening to erudite music produced in Italy in the 1930s, and then listening to a Beatles record will certainly make a positive impression on students.
In an intimate and natural way, they will understand that both things are musical works associated with very different contexts. And, despite the distances between one thing and another, you will understand that it is possible to cultivate appreciation for both works, and that they coexist in the world, as well as other differences.
In this way, the respect of the young person arises by a taste that is not equal to his.
Reading and memory
In a survey of more than two decades, it has been concluded that music in early childhood education can make the little ones pay attention to timbres and tones. What improves academic performance and even helps in memorization.
When we sing something, the tendency is to create a bond with the words that are present in the letter.
The same goes for the little ones – if they are in the literacy stage, better yet. They will develop the ability to pronounce phonemes and memorize the syllabic divisions by rhythms.
In relation to this benefit, specifically, it is worth to show for the classes the Brazilian duo Cantada.
The stimuli received through the sounds and rhythm of each song, causes the child to let go and dance a lot. The gesture immensely contributes to the body forming a repertoire of expressions and movements.
As with the theater, the consequences of corporeal expressiveness are transmitted from the outside to the inside, causing the timid to interact more and seek socialization with their colleagues.
When we induce music in early childhood education, the child knows the instrumental and so we encourage him to try to play it. Therefore, fine motor skills are automatically worked out. Clapping or inventing some steps, also help a lot in the improvement of the different coordinations, as already mentioned above.
Inserting music in early childhood education, tips for teachers
Other jokes can serve as a basis for introducing music in early childhood education. The adhesion of instruments, speakers and other technologies should be seen as a priority by a responsible school manager and committed to the quality of teaching of his institution.
However, there are other ways to start introducing music in early childhood education, one of which is activities related to musicalization or the making of musical instruments with objects.
There are several techniques that a good teacher can use, even without having instruments:
to teach, even if primitively, to play an instrument (if there is one, but one can always create one’s instruments;
listening to the environment, understanding sounds, distinguishing sounds;
telling stories with sound effects, theater with sound and even videos with good sound;
construct new instrumentations from unusual objects, as we said before.
make guessing games about artists, about music, about musical curiosities, etc.
Extra tip: Production of musical instruments in classrooms
The construction of instruments should not propose or focus only on exploration actions, but should be a real opportunity for children to understand basic principles of sound production, their qualities, acoustics, and their mechanism and functioning.
Thus, it is important that these instruments really sound, and are constructed by the children, oriented to that, to actually produce sounds and be used in children’s musical production, not mere imitations or representations.
In the instrument workshop children can use different objects, scraps and recyclable materials, which can be stored in an organized way, such as:
Boxes and cartons of different shapes and sizes
PVC and cardboard tube
Shells, shells or small pieces that generate interesting sounds
It is also interesting to have materials such as scissors, glue, crepe tape, Durepoxi, colored durex, various inks, hot glue gun, varnish, among others.