MUSICALITY, MOVEMENT, AND VISUAL ARTS IN EARLY CHILDHOOD EDUCATION: CONTRIBUTIONS TO CHILDREN’S HOLISTIC DEVELOPMENT

Abstract

This article discusses musicality, movement, and visual arts in Early Childhood Education, highlighting their contributions to children’s holistic development. The objective was to systematize normative and pedagogical foundations that support these languages as formative experiences within the lived curriculum, emphasizing teacher mediation, the organization of time and learning environments, and valuing processes. Methodologically, this is a narrative literature review with a qualitative approach, based on curricular documents and studies on musicality in childhood, corporeality, and creative processes in visual arts. The findings indicate that musicality supports listening, rhythm, memory, language, and bonds; movement strengthens coordination, balance, autonomy, and social interaction; and visual arts expand aesthetic sensitivity, creativity, and expressiveness through material experimentation. It also shows that integrating these languages becomes more powerful when it occurs in daily routines, with time for exploration, diverse resources, and sensitive pedagogical mediation, avoiding occasional practices centered on performances or standardized products. The study concludes that integrating musicality, movement, and visual arts into everyday school life strengthens meaningful learning and contributes to a more humane, expressive, and guideline-consistent Early Childhood Education.