Music as a teaching resource for improving learning in early childhood education: A systematic review
DOI:
https://doi.org/10.5281/zenodo.22684227Keywords:
children's learning, teaching strategies, musicAbstract
This article aims to understand, through a systematic review, how music can transform learning processes in early childhood education. To this end, an exhaustive search was conducted across the Scopus, SciELO, and Web of Science (WoS) databases, following PRISMA methodology guidelines. Scopus and SciELO provided the highest number of publications related to the topic. After applying rigorous inclusion and exclusion criteria in accordance with the PRISMA protocol, 21 studies were selected that met the established requirements and provided complete, verifiable information. The results demonstrate that music not only stimulates children's cognitive and linguistic development but also strengthens their social and emotional skills, establishing itself as a key educational resource for achieving more meaningful learning during the early childhood stage. In conclusion, the reviewed evidence supports the effectiveness of music as a pedagogical tool, as it enables the creation of more dynamic, motivating, and holistic learning experiences for early childhood education students.
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