The integration of musical contents in the classroom of the second cycle of early childhood education

Abstract

Numerous studies have demonstrated the substantial advantages of integrating music education into the overall development of students, particularly in early childhood education. This integration allows for combining music education with various curriculum areas, utilizing its playful and motivating nature as a practical methodological tool for developing a wide range of skills. This study examines the implementation of music education in the second cycle of early childhood education in the Autonomous Community of the Canary Islands, analyzing practices in 82 educational centers. The findings reveal that specialized music teachers are responsible for teaching this content in almost half of the centers, with variations in the frequency of teaching specific specialized topics, with musical instruments being the most common. The study emphasizes the significance of incorporating musical activities involving voice and body in early childhood education, highlighting the importance of fostering auditory perception and using musical instruments to achieve a comprehensive and well-rounded integration in the curriculum.