Dinámicas musicales de interacción y sus implicaciones para la participación infantil

Resumen

The first years of life are a critical period in child development. Prior research, such as the studies on communicative musicality, has evidenced that certain musical components facilitate adult-baby communication and their psychological co-regulation. However, these findings have rarely transcended the psychological scope, thus neglecting its relevant implications for early childhood education. Musicality represents a universal means of communication that allows children to shaping their daily experiences with others and their environment, and promotes participation attempts even when their ability to become actively involved is yet limited. This proposal aims to analyzing whether there is a musical organization that underlie the interactions between educators and young babies in the 0-1 years classroom, similar to that described by communicative musicality. For instance, aspects such as the synchronicity of movements, turns-sequencing or the use of objects could potentially foster child development and learning. Adult’s mediation and intervention should rely on an adequate knowledge about the specific characteristics of children’s sociocultural and psychological development, thus contributing to promote opportunities for dialogic learning, and the development of creativity and the initiative of the child.