"QUEM CANTA A APRENDIZAGEM ENCANTA": a musicalização no desenvolvimento cognitivo e motor de crianças pequenas

Abstract

Music plays a central role in the cognitive and motor development of young children, acting as an educational tool that goes beyond entertainment by integrating playful and pedagogical aspects. This study aimed to investigate how musicalization can contribute to the teachinglearning process in Early Childhood Education, analyzing the pedagogical practices and perceptions of teachers, and proposing innovative solutions to integrate music into school routines. The specific objectives sought to: identify teachers' perceptions of using music, analyze the pedagogical practices that use musicalization, and describe the results obtained from the observation phase and applicability of the pedagogical product. The research was guided by the question: How can musicalization act as a contributing factor to the cognitive and motor development of young children? To address this issue, an interactive website named "Quem Canta a Aprendizagem Encanta" was created, presenting suggestions and musical activities for teaching practices. The research adopted a qualitative methodology, with an exploratory and descriptive approach, to investigate how musicalization can contribute to the cognitive and motor development of young children. The exploratory approach allowed for an understanding of the context in which musicalization is applied, while the descriptive nature enabled a detailed analysis of the impacts of this practice on learning. This methodology was chosen for its ability to provide an in-depth and interpretative analysis, essential for understanding the nuances of the phenomenon in the educational environment. The results indicated that music significantly enhances student engagement and motivation, contributing to advances in motor coordination, balance, laterality, and vocabulary expansion. Furthermore, the use of interactive stories and songs sparked curiosity and creativity, fostering a more dynamic and inclusive learning environment. The study also highlighted the importance of ongoing teacher training in the use of musical resources, emphasizing how the website proved to be an accessible and effective tool to assist in preparing lessons that combine playfulness and pedagogical objectives. The positive impact was observed not only in the children's performance but also in the transformation of teaching practices, offering more dynamic lessons aligned with students' needs. The results confirmed the potential of music as a transformative element in early childhood education, demonstrating that the combination of musicalization and technology can enrich the teaching-learning process, strengthen family bonds, and prepare children for future challenges in a creative and meaningful way. It is recommended to expand the use of the website to other educational contexts and continue research to improve it, reinforcing the integration of music and education as a path toward more inclusive and innovative teaching.