Pedagogical newspaper of the children of the El Porvenir Children’s Garden
During this week of being in the process of pedagogical interaction with the children of the kindergarten El Porvenir Virgilio Barco Foundation, I fulfilled many expectations raised with myself and enriched myself in my work as a teacher in training thanks to the suggestions of my accompanying teacher and coexistencewith the kids.
Throughout this week I guide me a lot for Jhon Dewey, where I did recreational-pedagogical activities, so that the child would very well strengthen the knowledge through practice and thus contribute and improve the teaching of each of the children, which I could see that the result was very good and this led to children obtain. Determine this and teach you accordingly ". And in this whole learning process and significant experiences I could notice the pleasure that preschool children presented towards music and how their learning was influenced in a better way through it, because songs and dances were always a good strategy forintegrate them and keep them attentive.
Music in addition to being an artistic expression, can be used as a pedagogical resource that favors intellectual, motor and language development in boys and girls of preschool age, through the strengthening of cognitive processes such as memory, attention, attention,perception and motivation How is the child’s development and learning influenced through music? How can music be a means for the development of skills in children?
Music fulfills an important function in the child’s affective development, this teach to differentiate errors and provides the ability to improve participation in the classroom, the relationship with classmates and the teacher by sharing or interacting with children to children tothrough game and musical activities directed mainly to exercise their skills.
As mentioned above music is not only an artistic expression, but a pedagogical resource which can be used to promote people’s development, seeking to understand the sound of the world as part of human essence, this compression being as Caprav states (2003) that “allows education to be considered through music as one of the pillars of the integral development of the human being” (P.70) Which makes it possible for psychological and physical processes to be related through music practice to develop different skills such as hearing, fine motor skills, coordination, laterality, mechanical memory, auditory evocation,rhythm, concentration and expression of emotions among others (Reynoso, 2010). And in this way favor the learning process through sound, musical interpretation and rhythm.
In this sense, artistic education could be projected as the generation of significant learning spaces, because through sound, rhythm and musical interpretation you can improve the learning processes of individuals (Campbell, 2001) in addition to considering musicAs a language that can express feelings, moods and configure atmospheres that can be attributed qualities that, when encountering the fascinating imagination of children, provides them with resources with which it begins in the resolution of problems and interwoven relationships with himsame and with others (Maya, 2007).
The child in the childrenThey arise in it, as happens when singing and in this way it is how music is done for the child the easiest way to manifest, develop and form their personality. In the first years of human development, musical expression focuses more on the elements of the rhythm than in the melodics, we can exemplify this through the Lorete (1980) approach that tells us:
“The two -year -old age prefers rhythm, because his motor skills helps him respond in various ways to sound stimuli, palms, hits his feet on the floor, he swings, moves his head, manipulates sound elements with great interestand in varied ways, accompanies different melodies or musical pieces in the environment, all within a set of well -being manifestations ”.
In short, we can realize that from nursery to adolescence our development is influenced by art and in this sense music is a pedagogical resource rather than just an artistic expression and can be used to favor the development of people From his childhood, the benefits that artistic education projects as a pedagogical resource in the strengthening of cognitive processes and general skills required in the learning of children of preschool age is evident and the need to create in our political country that promotes the creation of Professional art programs is inescapable and this is not related to the learning of the arts as a contemplative exercise only as an instrument that makes it possible to increase the imagination, having a huge impact not only on the cognitive and intellectual development of the students, but in the development of society, in the formation of some CIUD empathic and creative.
References
- Ausubel. (1968). Education Psychology: A cognitive point of view.
- Campbell. (2001). The Mozart effect for children. Barcelona: Uranus.
- Caprav. (2003). Growing with music. BUENOS AIRES: ALEDIT.
- Lorete. (1980). Musical expression in preschool and cycle. Madrid: Morata.
- Maya. (2007). The land is everyone’s house: stories and songs. Medellin: Antioquia Governorate.
- Reynoso. (2010). Musical education and its impact on development. Education and Development Magazine, 12, 53-60.
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