Música: um estímulo à expressão cognitiva e à linguagem dos bebês

Detalhes bibliográficos
Autor(a) principal: Silva, Lóide Batista Magalhães
Data de Publicação: 2015
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFG
Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/4789
Resumo: This research investigated the influence of music on cognitive and language development of babies from zero (0) to two (2) years of age. It was questioned the dynamic process of music and language in the first two years of a baby's life, in an environment of music education. In both institutions, a private music school and the other a contracted childcare, led to the search process. The research was based on the assumptions of Jean Piaget (2007), Gainza (1964), Caplan (1973), Pocinho (2007), Dalcroze (1926), Busnel (1997), Figueiredo (1996, 1989), Leão (2009 and 2013); Ilari (2002.2006), Beyer (1993, 1996, 1998.2007) and Vieira (2004, 2006, 2012); and authors dealing with the child's language. The research methodology used was the Action Research (Barbier, 1997; Thiolent, 2000). The procedures of classes in Experiencing- Action (Santos e Leão, 2013). To this was observed Sixteen (16) subjects in two groups. Thirty-nine were performed (39) sessions / classes at the Music school Ivana Bontempo (EMI B) and thirty-one (31) sessions / classes at Beth Shalom Nursery I (CB S). Each Experiencing-Action lasted fifty (50) minutes and was one (1) time per week. The contents worked involved activities with the themes: 1 - pulse; 2 - breathing; 3 - contraction and relaxation; 4 - body and movement; 5 - instrumental exploitation; 6 - pitch, timbre, duration and intensity of the sound; 6 - bass and treble sound; 7 - rhythmic band; 8 - sound and silence; 9 - right and left; 10 - folk songs; 11 - sung words; 12 - sound perception; 13 - inside and out; 14 - far and near; 15 - up / down; and 16 - fast and slow. In the data collection form uttilizadas one (1) unit, and one (1) camera; Pre and Post-test, answered by the parents, on the inclusion of their children, aiming the description of the participating subjects, before and after the Experiencing- Action. Aspects of the events in the experiences were noted: music teacher / baby relationship, infant relationship / mother or caregiver, relationships between babies. One could summarize the analyzes of the data that music plays an important role in learning processes and cognitive development of children's language in the first two years of life. The Experiencing- Action confirmed the initial hypothesis that natural baby expression is manifested before the speech, a musical environment; which provided an opportunity to babies develop their psychomotor skills, learning the elements of music (rhythm and melody); and cognitive processes, evidencing the process of acquisition of spoken language. It could be noted that the categories selected for planning the sessions and the theoretical basis of the baby's development process (1-Cognitive Aspects: Attention, Memory, Social Relationships, Emotion, Imitation and expression; 2 Psychomotor aspects: Walking, Marching, Jump, gallop, Coordination alternate hands; 3- Language development: guttural sounds, babbling, first words, articulation of words, musical 4-Aspects: Rhythm, Tempo, parameters of sounds, Sound and Silence) made possible to detect the elements important that resulted from the musical experience process. They funded in the same way, the analysis of the survey data from observations of the jury, parents and classroom teachers, who proved that the methodology used in Experiencing- Action was relevant to the development of babies, promoted musical learning and language development.
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spelling Leão, Elianehttp://lattes.cnpq.br/9925619017259931Leão, ElianeVieira, Edna Aparecida CostaBorges, Maria Helena Jaymehttp://lattes.cnpq.br/2466628803482265Silva, Lóide Batista Magalhães2015-10-27T14:42:07Z2015-03-27SILVA, L. B. M. Música: um estímulo à expressão cognitiva e à linguagem dos bebês. 2015. 164 f. Dissertação (Mestrado em Música) - Universidade Federal de Goiás, Goiânia, 2015.http://repositorio.bc.ufg.br/tede/handle/tede/4789ark:/38995/001300000bg47This research investigated the influence of music on cognitive and language development of babies from zero (0) to two (2) years of age. It was questioned the dynamic process of music and language in the first two years of a baby's life, in an environment of music education. In both institutions, a private music school and the other a contracted childcare, led to the search process. The research was based on the assumptions of Jean Piaget (2007), Gainza (1964), Caplan (1973), Pocinho (2007), Dalcroze (1926), Busnel (1997), Figueiredo (1996, 1989), Leão (2009 and 2013); Ilari (2002.2006), Beyer (1993, 1996, 1998.2007) and Vieira (2004, 2006, 2012); and authors dealing with the child's language. The research methodology used was the Action Research (Barbier, 1997; Thiolent, 2000). The procedures of classes in Experiencing- Action (Santos e Leão, 2013). To this was observed Sixteen (16) subjects in two groups. Thirty-nine were performed (39) sessions / classes at the Music school Ivana Bontempo (EMI B) and thirty-one (31) sessions / classes at Beth Shalom Nursery I (CB S). Each Experiencing-Action lasted fifty (50) minutes and was one (1) time per week. The contents worked involved activities with the themes: 1 - pulse; 2 - breathing; 3 - contraction and relaxation; 4 - body and movement; 5 - instrumental exploitation; 6 - pitch, timbre, duration and intensity of the sound; 6 - bass and treble sound; 7 - rhythmic band; 8 - sound and silence; 9 - right and left; 10 - folk songs; 11 - sung words; 12 - sound perception; 13 - inside and out; 14 - far and near; 15 - up / down; and 16 - fast and slow. In the data collection form uttilizadas one (1) unit, and one (1) camera; Pre and Post-test, answered by the parents, on the inclusion of their children, aiming the description of the participating subjects, before and after the Experiencing- Action. Aspects of the events in the experiences were noted: music teacher / baby relationship, infant relationship / mother or caregiver, relationships between babies. One could summarize the analyzes of the data that music plays an important role in learning processes and cognitive development of children's language in the first two years of life. The Experiencing- Action confirmed the initial hypothesis that natural baby expression is manifested before the speech, a musical environment; which provided an opportunity to babies develop their psychomotor skills, learning the elements of music (rhythm and melody); and cognitive processes, evidencing the process of acquisition of spoken language. It could be noted that the categories selected for planning the sessions and the theoretical basis of the baby's development process (1-Cognitive Aspects: Attention, Memory, Social Relationships, Emotion, Imitation and expression; 2 Psychomotor aspects: Walking, Marching, Jump, gallop, Coordination alternate hands; 3- Language development: guttural sounds, babbling, first words, articulation of words, musical 4-Aspects: Rhythm, Tempo, parameters of sounds, Sound and Silence) made possible to detect the elements important that resulted from the musical experience process. They funded in the same way, the analysis of the survey data from observations of the jury, parents and classroom teachers, who proved that the methodology used in Experiencing- Action was relevant to the development of babies, promoted musical learning and language development.Esta pesquisa investigou a influência da música no desenvolvimento cognitivo e na linguagem dos bebês de zero (0) a dois (2) anos de idade. Questionou-se como se constitui o processo dinâmico da música e da linguagem nos dois primeiros anos de vida do bebê, num ambiente propício de educação musical, em duas instituições. Uma escola privada de música e, outra, uma creche conveniada, conduziu-se o processo de pesquisa. A pesquisa fundamentou-se nos pressupostos de Jean Piaget (2007), Gainza (1964), Caplan (1973), Pocinho (2007), Dalcroze (1926), Busnel (1997), Figueiredo (1996, 1989), Leão (2009 e 2013); Ilari (2002,2006), Beyer (1993, 1996, 1998,2007) e Vieira (2004, 2006, 2012); e em autores que tratam da linguagem da criança. A metodologia de pesquisa utilizada foi a Pesquisa-Ação (Barbier, 1997; Thiolent, 2000). Os procedimentos das aulas, na Experiênci-Ação (Santos e Leão, 2008). Para isso observou- se dezesseis (16) sujeitos, em dois grupos. Foram realizadas trinta e nove (39) sessões/ aulas na Escola de música Ivana Bontempo (E.M.I. B) e trinta e uma (31) sessões/aulas na Creche Bete Shalon I (C.B. S). Cada Experiênci-Ação teve a duração de cinquenta (50) minutos e ocorreu uma (1) vez por semana. O conteúdo trabalhado envolveu atividades com os temas: 1 - pulsação; 2 - respiração; 3 - contração e relaxamento; 4 - corpo e movimento; 5 - exploração instrumental; 6 - altura, timbre, duração e intensidade do som; 6 – som grave e agudo; 7 - banda rítmica; 8 - som e silêncio; 9 - direita e esquerda; 10 - canções folclóricas; 11 - palavras cantadas; 12 - percepção sonora; 13 - dentro e fora; 14 - longe e perto; 15 - em cima/ embaixo; e 16 - rápido e lento. Na coleta de dados forma uttilizadas uma (1) filmadora e uma (1) máquina fotográfica; Pré e Pós-teste, respondidos pelos pais, sobre a participação de seus bebês, visando a descrição dos sujeitos participantes, antes e depois da Experiênci-ação. Foram anotados os aspectos dos acontecimentos nas vivências: relação professor de música/ bebê, relação bebê/mãe ou cuidador, relações entre bebês. Pôde-se resumir das analyses dos dados que a música exerce um papel relevante nos processos de aprendizagem e desenvolvimento cognitivo e da linguagem das crianças nos dois primeiros anos de vida. A Experiênci- Ação comprovou a hipótese inicial de que a expressão natural do bebê se manifesta antes da fala, num ambiente musical; o que oportunizou aos bebês o desenvolvimento de suas habilidades psicomotoras, do aprendizado dos elementos da música (ritmo e melodia); e os processos cognitivos, ficando evidente o processo da aquisição da linguagem falada. Pôde-se evidenciar que as categorias selecionadas para o planejamento das sessões, tendo como base teórica o processo de desenvolvimento do bebê (1- Aspectos Cognitivos: Atenção, Memória, Relações sociais, Emoção, Imitação e Expressão; 2- Aspectos Psicomotor: Andar, Marchar, Saltar, Galope, Coordenação de mãos alternadas; 3- Desenvolvimento da linguagem: Sons Guturais, Balbucio, Primeiras palavras, Articulação de palavras; 4-Aspectos musicais: Ritmo, Andamento, Parâmetros dos sons, Som e Silêncio) possibilitaram detectar os elementos importantes que resultaram do processo de vivência musical. Fundamentaram, da mesma forma, a análise dos dados da pesquisa a partir das observações do júri, dos pais e dos professores de sala, que comprovaram que a metodologia utilizada na Experiência-Ação foi relevante para o desenvolvimento dos bebês, promoveram a aprendizagem musical e o desenvolvimento da linguagem.Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-10-26T17:40:36Z No. of bitstreams: 2 Dissertação - Lóide Batista Magalhães Silva - 2015.pdf: 2597655 bytes, checksum: 7fd216ca2fbb1a9fefaa79ebb5bcf2c1 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-27T14:42:07Z (GMT) No. of bitstreams: 2 Dissertação - Lóide Batista Magalhães Silva - 2015.pdf: 2597655 bytes, checksum: 7fd216ca2fbb1a9fefaa79ebb5bcf2c1 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2015-10-27T14:42:07Z (GMT). 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dc.title.por.fl_str_mv Música: um estímulo à expressão cognitiva e à linguagem dos bebês
dc.title.alternative.eng.fl_str_mv Music: a fostering the expression cognitive and language of babies
title Música: um estímulo à expressão cognitiva e à linguagem dos bebês
spellingShingle Música: um estímulo à expressão cognitiva e à linguagem dos bebês
Silva, Lóide Batista Magalhães
Música
Cognição
Linguagem
Bebês
Music
ARTES::MUSICA
title_short Música: um estímulo à expressão cognitiva e à linguagem dos bebês
title_full Música: um estímulo à expressão cognitiva e à linguagem dos bebês
title_fullStr Música: um estímulo à expressão cognitiva e à linguagem dos bebês
title_full_unstemmed Música: um estímulo à expressão cognitiva e à linguagem dos bebês
title_sort Música: um estímulo à expressão cognitiva e à linguagem dos bebês
author Silva, Lóide Batista Magalhães
author_facet Silva, Lóide Batista Magalhães
author_role author
dc.contributor.advisor1.fl_str_mv Leão, Eliane
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/9925619017259931
dc.contributor.referee1.fl_str_mv Leão, Eliane
dc.contributor.referee2.fl_str_mv Vieira, Edna Aparecida Costa
dc.contributor.referee3.fl_str_mv Borges, Maria Helena Jayme
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/2466628803482265
dc.contributor.author.fl_str_mv Silva, Lóide Batista Magalhães
contributor_str_mv Leão, Eliane
Leão, Eliane
Vieira, Edna Aparecida Costa
Borges, Maria Helena Jayme
dc.subject.por.fl_str_mv Música
Cognição
Linguagem
Bebês
topic Música
Cognição
Linguagem
Bebês
Music
ARTES::MUSICA
dc.subject.eng.fl_str_mv Music
dc.subject.cnpq.fl_str_mv ARTES::MUSICA
description This research investigated the influence of music on cognitive and language development of babies from zero (0) to two (2) years of age. It was questioned the dynamic process of music and language in the first two years of a baby's life, in an environment of music education. In both institutions, a private music school and the other a contracted childcare, led to the search process. The research was based on the assumptions of Jean Piaget (2007), Gainza (1964), Caplan (1973), Pocinho (2007), Dalcroze (1926), Busnel (1997), Figueiredo (1996, 1989), Leão (2009 and 2013); Ilari (2002.2006), Beyer (1993, 1996, 1998.2007) and Vieira (2004, 2006, 2012); and authors dealing with the child's language. The research methodology used was the Action Research (Barbier, 1997; Thiolent, 2000). The procedures of classes in Experiencing- Action (Santos e Leão, 2013). To this was observed Sixteen (16) subjects in two groups. Thirty-nine were performed (39) sessions / classes at the Music school Ivana Bontempo (EMI B) and thirty-one (31) sessions / classes at Beth Shalom Nursery I (CB S). Each Experiencing-Action lasted fifty (50) minutes and was one (1) time per week. The contents worked involved activities with the themes: 1 - pulse; 2 - breathing; 3 - contraction and relaxation; 4 - body and movement; 5 - instrumental exploitation; 6 - pitch, timbre, duration and intensity of the sound; 6 - bass and treble sound; 7 - rhythmic band; 8 - sound and silence; 9 - right and left; 10 - folk songs; 11 - sung words; 12 - sound perception; 13 - inside and out; 14 - far and near; 15 - up / down; and 16 - fast and slow. In the data collection form uttilizadas one (1) unit, and one (1) camera; Pre and Post-test, answered by the parents, on the inclusion of their children, aiming the description of the participating subjects, before and after the Experiencing- Action. Aspects of the events in the experiences were noted: music teacher / baby relationship, infant relationship / mother or caregiver, relationships between babies. One could summarize the analyzes of the data that music plays an important role in learning processes and cognitive development of children's language in the first two years of life. The Experiencing- Action confirmed the initial hypothesis that natural baby expression is manifested before the speech, a musical environment; which provided an opportunity to babies develop their psychomotor skills, learning the elements of music (rhythm and melody); and cognitive processes, evidencing the process of acquisition of spoken language. It could be noted that the categories selected for planning the sessions and the theoretical basis of the baby's development process (1-Cognitive Aspects: Attention, Memory, Social Relationships, Emotion, Imitation and expression; 2 Psychomotor aspects: Walking, Marching, Jump, gallop, Coordination alternate hands; 3- Language development: guttural sounds, babbling, first words, articulation of words, musical 4-Aspects: Rhythm, Tempo, parameters of sounds, Sound and Silence) made possible to detect the elements important that resulted from the musical experience process. They funded in the same way, the analysis of the survey data from observations of the jury, parents and classroom teachers, who proved that the methodology used in Experiencing- Action was relevant to the development of babies, promoted musical learning and language development.
publishDate 2015
dc.date.accessioned.fl_str_mv 2015-10-27T14:42:07Z
dc.date.issued.fl_str_mv 2015-03-27
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv SILVA, L. B. M. Música: um estímulo à expressão cognitiva e à linguagem dos bebês. 2015. 164 f. Dissertação (Mestrado em Música) - Universidade Federal de Goiás, Goiânia, 2015.
dc.identifier.uri.fl_str_mv http://repositorio.bc.ufg.br/tede/handle/tede/4789
dc.identifier.dark.fl_str_mv ark:/38995/001300000bg47
identifier_str_mv SILVA, L. B. M. Música: um estímulo à expressão cognitiva e à linguagem dos bebês. 2015. 164 f. Dissertação (Mestrado em Música) - Universidade Federal de Goiás, Goiânia, 2015.
ark:/38995/001300000bg47
url http://repositorio.bc.ufg.br/tede/handle/tede/4789
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dc.relation.cnpq.fl_str_mv -3756787875205786831
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
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rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
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dc.publisher.none.fl_str_mv Universidade Federal de Goiás
dc.publisher.program.fl_str_mv Programa de Pós-graduação em Musica (EMAC)
dc.publisher.initials.fl_str_mv UFG
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Escola de Música e Artes Cênicas - EMAC (RG)
publisher.none.fl_str_mv Universidade Federal de Goiás
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