Música: um estímulo à expressão cognitiva e à linguagem dos bebês
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Data
2015-03-27
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Universidade Federal de Goiás
Resumo
This research investigated the influence of music on cognitive and language development of
babies from zero (0) to two (2) years of age. It was questioned the dynamic process of music
and language in the first two years of a baby's life, in an environment of music education. In
both institutions, a private music school and the other a contracted childcare, led to the search
process. The research was based on the assumptions of Jean Piaget (2007), Gainza (1964),
Caplan (1973), Pocinho (2007), Dalcroze (1926), Busnel (1997), Figueiredo (1996, 1989),
Leão (2009 and 2013); Ilari (2002.2006), Beyer (1993, 1996, 1998.2007) and Vieira (2004,
2006, 2012); and authors dealing with the child's language. The research methodology used
was the Action Research (Barbier, 1997; Thiolent, 2000). The procedures of classes in Experiencing-
Action (Santos e Leão, 2013). To this was observed Sixteen (16) subjects in two
groups. Thirty-nine were performed (39) sessions / classes at the Music school Ivana Bontempo
(EMI B) and thirty-one (31) sessions / classes at Beth Shalom Nursery I (CB S). Each
Experiencing-Action lasted fifty (50) minutes and was one (1) time per week. The contents
worked involved activities with the themes: 1 - pulse; 2 - breathing; 3 - contraction and relaxation;
4 - body and movement; 5 - instrumental exploitation; 6 - pitch, timbre, duration and
intensity of the sound; 6 - bass and treble sound; 7 - rhythmic band; 8 - sound and silence; 9 -
right and left; 10 - folk songs; 11 - sung words; 12 - sound perception; 13 - inside and out; 14
- far and near; 15 - up / down; and 16 - fast and slow. In the data collection form uttilizadas
one (1) unit, and one (1) camera; Pre and Post-test, answered by the parents, on the inclusion
of their children, aiming the description of the participating subjects, before and after the Experiencing-
Action. Aspects of the events in the experiences were noted: music teacher / baby
relationship, infant relationship / mother or caregiver, relationships between babies. One
could summarize the analyzes of the data that music plays an important role in learning processes
and cognitive development of children's language in the first two years of life. The Experiencing-
Action confirmed the initial hypothesis that natural baby expression is manifested
before the speech, a musical environment; which provided an opportunity to babies develop
their psychomotor skills, learning the elements of music (rhythm and melody); and cognitive
processes, evidencing the process of acquisition of spoken language. It could be noted that the
categories selected for planning the sessions and the theoretical basis of the baby's development
process (1-Cognitive Aspects: Attention, Memory, Social Relationships, Emotion, Imitation
and expression; 2 Psychomotor aspects: Walking, Marching, Jump, gallop, Coordination
alternate hands; 3- Language development: guttural sounds, babbling, first words, articulation
of words, musical 4-Aspects: Rhythm, Tempo, parameters of sounds, Sound and Silence)
made possible to detect the elements important that resulted from the musical experience
process. They funded in the same way, the analysis of the survey data from observations
of the jury, parents and classroom teachers, who proved that the methodology used in Experiencing-
Action was relevant to the development of babies, promoted musical learning and language
development.
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Citação
SILVA, L. B. M. Música: um estímulo à expressão cognitiva e à linguagem dos bebês. 2015. 164 f. Dissertação (Mestrado em Música) - Universidade Federal de Goiás, Goiânia, 2015.