MUSIC AS A PEDAGOGICAL RESOURCE: CONTRIBUTIONS TO INTEGRAL DEVELOPMENT IN THE EARLY YEARS

Abstract

This Final Undergraduate Project aimed to analyze how teacher-mediated musical practices can contribute to meaningful learning and to the integral development of children in Early Childhood Education. This qualitative research, based on a bibliographic review, examined national legal documents such as the Brazilian National Curriculum Guidelines for Early Childhood Education (DCNEI) and the National Common Curriculum Base (BNCC), which recognize music as a language, a right, and an essential form of expression for children. The study also explored Vygotsky’s historical-cultural theory, particularly regarding mediation and social interactions, as well as Gardner’s Multiple Intelligences theory and Swanwick’s aesthetic perspective. The findings reveal that music has strong educational potential, fostering cognitive, social, emotional, motor, and aesthetic development. Results also show that, despite its importance, music is still underexplored in pedagogical practice and often used mechanically or without intentional planning. It is concluded that intentional and well-mediated musical activities expand children's cultural repertoire, promote meaningful learning, and strengthen autonomy and creative expression. The study highlights the need for continuous teacher training to support more inclusive, creative, and developmentally appropriate musical practices in Early Childhood Education.