Diseño, aplicación y evaluación de un programa de educación auditiva, rítmica y vocal para mejorar procesos cognitivos y no cognitivos en el alumnado de segundo ciclo de Educación Infantil

Abstract

The harmonization between the cognitive and the emotional development should guide the efforts of all teaching practice. Firstly, a systematic review of Musical Expression programs in Early Childhood Education (EC) in our country and abroad was carried out using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and the strategy PICOS (population, intervention, comparator, outcome, study characteristics) guidelines, in order to identify, select and evaluate relevant and updated searches on neuroscience-based music programmes to favour inclusion in EC centres and to design a programme based on its premises. Subsequently, a research by objectives was carried out through the design, implementation and evaluation of a program of auditory, rhythmic and vocal education based on neuroscience for second cycle Early Childhood students of a public-private supported centre in the city of Burgos. The purpose is to improve cognitive processes such as attention and non-cognitive processes such as social skills through Musical Expression. The methodological procedure is based on a quasi-experimental pre-test-post-test design. A sample of six second cycle EC groups. It was applied in three of the classes, being the remaining three classes the control group. A formative evaluation was used as well as the CER, the CEP and CEF questionnaires and inventory of signs for direct observation. The findings of the systematic review show a poor overview of the use of music as an educational medium in the literature. Among the conclusions, it stands out that in the last decade of the of music programs courses (2010-2020), there are hardly any studies related to the EC stage. The results of the music program indicate a significant improvement in the attention towards the contents taught and the social skills of the children due to the fact of showing a positive predisposition towards music, which reflects the need to encourage music to promote inclusion.