Early Childhood Musical Education: Developmental Benefits and Curriculum

Musical Education Unit 21

Musical education is present in family life from birth and even before, though it has not always had continuity in schools. Since the educational reform, it is integrated into the Early Childhood Education (EI) stage as a form of expression within the area of Communication and Representation. The Basic Curriculum Design (DCB) states that the goal is not for the child to learn music theory, but to use music as a means to learn to use their voice and move with rhythm. Music contributes to overall development and can be used to enhance different capabilities.

Purpose of Musical Education in Early Childhood

The purpose of musical education in EI is to expose children to different musical events to increase their awareness. This includes:

• Audioperception: Treatment of sound reports (audiovisual and tactile sensory).
• Modes of Expression: Children aged 0-6 utilize three primary ways of musical expression: voice, instruments, and movement.

The voice and the body serve as the basic means for musical activities. Musical activity should be understood as a game that is enjoyable and rewarding, based on significant interests that allow children to observe, manipulate, discover, and experience musical elements.

Developmental Benefits

Today, musical education is considered indispensable for psychomotor, creative, aesthetic, and linguistic development. It involves the development of:

• Sensory and Motor Skills: Physical coordination and sensory awareness.
• Affective Development: Spontaneous bodily expression.
• Social Development: Group interaction and cooperation.
• Aesthetic Sense: Taste, observation, comparison, trial, and selection.

1.1 Development of Musical Expression

Musical expression evolves with growth:

• 7-8 Months: Responds to sound with body movement.
• 18 Months: Responds to sound stimuli with the whole body and humming.
• 2 Years: Attempts dancing and discovers that music can be accompanied by specific movements (arms, etc.).
• 3 Years: Discovers greater musical rhythm and motor control; moves with grace and memorizes songs, though not necessarily the tunes.
• 4 Years: Coordinates rhythm with music almost perfectly; intonation improves.

1.2 Musical Education in the Early Childhood Curriculum

The DCB proposes elements, procedures, activities, and capabilities included in musical education.

General Objectives of Musical Education

• Develop sensitivity to understand music.
• Enhance musical skills and qualities.
• Educate the ear, the voice, and rhythm.
• Understand the possibilities of sound and learn to use them.
• Express and communicate through music.
• Develop musical activities cooperatively.
• Utilize musical materials and explore the body as a means of communication.
• Rely on personal musical elaborations.
• Know the musical expressions of the community.

Musical activities also support other subjects, such as language, physical development, and social environment, through movement, dramatization, and graphic representation.

Content Areas

• Conceptual: Silence, noise, music, and songs; sonic properties of the body, objects, and musical instruments; modern and folk songs, dances, and folk dances.
• Attitudinal: Enjoyment of singing, dancing, and interpretation.