MUSIC AS A TOOL FOR LEARNING IN EARLY CHILDHOOD EDUCATION

Abstract

This study aimed to investigate how music can be used as a pedagogical tool in the teaching-learning process in Early Childhood Education, analyzing its impacts on children's cognitive, social, emotional, and linguistic development. The research sought to identify pedagogical strategies that use music as a didactic resource, verify how its use influences students’ motivation and interest in school activities, and analyze its contributions to children's integral development. The methodology adopted was qualitative in nature, carried out through semi-structured interviews with two Early Childhood Education teachers, identified as P1 and P2. This study is based on authors such as Penna (2010), Faria (2021), Brito (2020), Vygotsky (1998), and Piaget (1996), who discuss the importance of music in children’s development and learning. The results reveal that music significantly contributes to making the school environment more dynamic, participatory, and motivating, promoting the development of language, creativity, socialization, and emotional expression. Furthermore, musical activities stimulate cognitive, motor, and communicative skills, enabling more playful and meaningful learning. The conclusion indicates that music, when used in a planned and intentional way, becomes an important ally in the educational process, contributing to children’s integral development and to the construction of a more engaging and meaningful learning experience in Early Childhood Education.