<p> Music plays a fundamental role in early childhood education. Research shows that the first of the intelligences developed is the musical intelligence. Educators argue that while this is an intelligence with which all human beings are born, development of this intelligence will depend on the environment and the opportunities that are provided to the child. In today's global society, music has a permanent presence and is significant in everyday lives. It is a basic element in elementary education in many countries; however, few schools in Puerto Rico integrate music in their curriculum. In addition, there is unequal access to music education in schools in Southwest Puerto Rico because the justification for including it in the curricula is questioned. The purpose of this quantitative correlation study using secondary data was to determine if there is a relationship between music integration in Southwest Puerto Rico elementary schools and academic achievement. Secondary data from schools with and without music education were correlated to determine if a relationship existed that would justify the inclusion of music education in all such schools. The findings of this study support the importance of music education for elementary school students. Children acquire more knowledge in reading and writing when music education is integrated into the curriculum. Findings show that the stage of literacy of elementary school students is higher, according to the academic achievement tests of the Department of Education of Puerto Rico, when there is music education integrated in the curricula. In summary, it is concluded that music education is of great importance for improving reading, and hence, improving the development of children.</p><p>

<p>The purpose of this study was to investigate the effect of singing tempo during specific song acquisition of preschool aged children. The study had two research questions: 1. What is the effect of slow and fast singing tempos on preschool children&rsquo;s performance of musical components (melody, rhythm, and text, individually and combined) of a duple major song over time? 2. Will children&rsquo;s performance tempo be the same as or similar to the presented instructional tempo? </p><p> Participants were randomly assigned by classroom to Tempo Group A (120 beats per minute) or Tempo Group B (60 bpm). A three week pilot study (<i> N</i> = 14) validated the teaching procedures, recording procedures, and the scoring rubric. During the six week main study, participants (<i> N</i> = 50) were exposed to the song 30 times. Three judges evaluated individual performance recordings from the pilot study and the individual midpoint and final performances from the main study in three dimensions: melody, rhythm, and text. </p><p> Interjudge reliabilities were calculated using a Pearson product moment reliability. Data analysis used a two-way Multiple Analysis of Variance (MANOVA) with repeated measures for the individual components and an Analysis of Variance (ANOVA) with repeated measures for the composite score. The melodic scores, the rhythmic scores, the text scores, and the composite scores showed statistically significant growth for both groups from the week three recordings to the week six recordings. There was no statistically significant difference between the instructional tempo groups. </p><p> The mean of complete performances for both tempo treatment groups moved toward the center of the tempo range (60&ndash;120 bpm) Using a <i>t </i>-test, the change in performance tempo from instructional tempo was statistically significant. Further research is needed for specialized groups (English as a Second Language, developmental delays, and different tonalities/meters). </p>

Esta dissertação teve como objetivo geral investigar as trajetórias de trabalho de professores(as) licenciados(as) em música nas Escolas Municipais de Educação Infantil da Rede Municipal de Ensino Porto Alegre. Como objetivos específicos buscou: compreender como os(as) professores(as) de música se relacionam com os tempos, os espaços e os sujeitos da educação infantil; conhecer o modo como os(as) professores(as) de música definem os conteúdos e finalidades do ensino de música na educação infantil e identificar os limites e possibilidades percebidos pelos(as) professores(as) de música para a realização de suas práticas de ensino. O caminho investigativo utilizado para a pesquisa foram as entrevistas. A moldura teórica do estudo é embasada nos princípios da educação infantil, indicados nas Diretrizes Curriculares Nacionais para Educação Infantil (DCNEI): cuidar e educar, nas noções de tempos e espaços e na ideia de trajetórias de trabalho, do educador Miguel Arroyo. O estudo contou com a colaboração de uma professora e quatro professores de música que atuam em Escolas Municipais de Educação Infantil na cidade de Porto Alegre. A análise dos dados foi elaborada a partir de categorias centradas no trabalho dos(as) professores(as) de música: sua relação com os tempos, os espaços e os sujeitos, suas práticas educativo-musicais e sua relação com o próprio trabalho. Os resultados da pesquisa indicam que cada professor(a) tem uma história singular de trabalho, entretanto, a construção de uma trajetória de trabalho só é possível de ser feita na interação com os sujeitos na escola, especialmente as crianças, durante seu fazer docente. / The aim of the present research is to investigate the work trajectories of music teachers that work at Porto Alegre’s Municipal School System. For the specific goals, I intended to: a) understand how music teachers relate with the times, the spaces and the subjects of early childhood education; b) comprehend how music teachers define the content and the objectives of music teaching in early childhood education and c) identify the limits and possibilities acknowledged by music teachers in order to fulfill their teaching practices. The investigative path taken for this research was that of interviews. The theoretical frame of the present study is based on the early childhood education principles that are designated by the National Curricular Guidelines for Early Childhood Education (Diretrizes Curriculares Nacionais para Educação Infantil – DCNEI) - to care and educate-, on the notions of time and space and on the educator Miguel Arroyo’s idea of work trajectories. Five music teachers – one woman and four men – that work for Porto Alegre’s Municipal School System were interviewed for this research. The data analysis was elaborated from categories centered on the work of the music teachers that were part of this study: their relationship with time, space and school subjects, their musical-educational practices and their relationship with their own work. The results indicate that each teacher has a singular work history, however the construction of a work trajectory was only made possible through an interaction with school subjects, especially the kids, during their teaching.

Esta dissertação teve como objetivo geral investigar as trajetórias de trabalho de professores(as) licenciados(as) em música nas Escolas Municipais de Educação Infantil da Rede Municipal de Ensino Porto Alegre. Como objetivos específicos buscou: compreender como os(as) professores(as) de música se relacionam com os tempos, os espaços e os sujeitos da educação infantil; conhecer o modo como os(as) professores(as) de música definem os conteúdos e finalidades do ensino de música na educação infantil e identificar os limites e possibilidades percebidos pelos(as) professores(as) de música para a realização de suas práticas de ensino. O caminho investigativo utilizado para a pesquisa foram as entrevistas. A moldura teórica do estudo é embasada nos princípios da educação infantil, indicados nas Diretrizes Curriculares Nacionais para Educação Infantil (DCNEI): cuidar e educar, nas noções de tempos e espaços e na ideia de trajetórias de trabalho, do educador Miguel Arroyo. O estudo contou com a colaboração de uma professora e quatro professores de música que atuam em Escolas Municipais de Educação Infantil na cidade de Porto Alegre. A análise dos dados foi elaborada a partir de categorias centradas no trabalho dos(as) professores(as) de música: sua relação com os tempos, os espaços e os sujeitos, suas práticas educativo-musicais e sua relação com o próprio trabalho. Os resultados da pesquisa indicam que cada professor(a) tem uma história singular de trabalho, entretanto, a construção de uma trajetória de trabalho só é possível de ser feita na interação com os sujeitos na escola, especialmente as crianças, durante seu fazer docente. / The aim of the present research is to investigate the work trajectories of music teachers that work at Porto Alegre’s Municipal School System. For the specific goals, I intended to: a) understand how music teachers relate with the times, the spaces and the subjects of early childhood education; b) comprehend how music teachers define the content and the objectives of music teaching in early childhood education and c) identify the limits and possibilities acknowledged by music teachers in order to fulfill their teaching practices. The investigative path taken for this research was that of interviews. The theoretical frame of the present study is based on the early childhood education principles that are designated by the National Curricular Guidelines for Early Childhood Education (Diretrizes Curriculares Nacionais para Educação Infantil – DCNEI) - to care and educate-, on the notions of time and space and on the educator Miguel Arroyo’s idea of work trajectories. Five music teachers – one woman and four men – that work for Porto Alegre’s Municipal School System were interviewed for this research. The data analysis was elaborated from categories centered on the work of the music teachers that were part of this study: their relationship with time, space and school subjects, their musical-educational practices and their relationship with their own work. The results indicate that each teacher has a singular work history, however the construction of a work trajectory was only made possible through an interaction with school subjects, especially the kids, during their teaching.

Esta dissertação teve como objetivo geral investigar as trajetórias de trabalho de professores(as) licenciados(as) em música nas Escolas Municipais de Educação Infantil da Rede Municipal de Ensino Porto Alegre. Como objetivos específicos buscou: compreender como os(as) professores(as) de música se relacionam com os tempos, os espaços e os sujeitos da educação infantil; conhecer o modo como os(as) professores(as) de música definem os conteúdos e finalidades do ensino de música na educação infantil e identificar os limites e possibilidades percebidos pelos(as) professores(as) de música para a realização de suas práticas de ensino. O caminho investigativo utilizado para a pesquisa foram as entrevistas. A moldura teórica do estudo é embasada nos princípios da educação infantil, indicados nas Diretrizes Curriculares Nacionais para Educação Infantil (DCNEI): cuidar e educar, nas noções de tempos e espaços e na ideia de trajetórias de trabalho, do educador Miguel Arroyo. O estudo contou com a colaboração de uma professora e quatro professores de música que atuam em Escolas Municipais de Educação Infantil na cidade de Porto Alegre. A análise dos dados foi elaborada a partir de categorias centradas no trabalho dos(as) professores(as) de música: sua relação com os tempos, os espaços e os sujeitos, suas práticas educativo-musicais e sua relação com o próprio trabalho. Os resultados da pesquisa indicam que cada professor(a) tem uma história singular de trabalho, entretanto, a construção de uma trajetória de trabalho só é possível de ser feita na interação com os sujeitos na escola, especialmente as crianças, durante seu fazer docente. / The aim of the present research is to investigate the work trajectories of music teachers that work at Porto Alegre’s Municipal School System. For the specific goals, I intended to: a) understand how music teachers relate with the times, the spaces and the subjects of early childhood education; b) comprehend how music teachers define the content and the objectives of music teaching in early childhood education and c) identify the limits and possibilities acknowledged by music teachers in order to fulfill their teaching practices. The investigative path taken for this research was that of interviews. The theoretical frame of the present study is based on the early childhood education principles that are designated by the National Curricular Guidelines for Early Childhood Education (Diretrizes Curriculares Nacionais para Educação Infantil – DCNEI) - to care and educate-, on the notions of time and space and on the educator Miguel Arroyo’s idea of work trajectories. Five music teachers – one woman and four men – that work for Porto Alegre’s Municipal School System were interviewed for this research. The data analysis was elaborated from categories centered on the work of the music teachers that were part of this study: their relationship with time, space and school subjects, their musical-educational practices and their relationship with their own work. The results indicate that each teacher has a singular work history, however the construction of a work trajectory was only made possible through an interaction with school subjects, especially the kids, during their teaching.