Music as a pedagogical tool for cognitive and linguistic development in children with trisomy 21

Abstract

Studies indicate that the cognitive development of children with Trisomy 21 is superior to language development, with understanding being more effective than expression (Chapman, 1997; Dykens, Hodapp, & Evans, 1994; Kernan & Sabsay, 1996; Miller, 1995). Oral motor impairments, such as hypotonicity, common to speakers with T21 contribute to speech unintelligibility, as do deficits in short-term memory and auditory processing (Andrade; Limongi, 2007; Schwartzman, 1999). The speaker with T21 therefore always needs to be motivated to develop verbal language so that interaction with others and the environment occurs more effectively. Auditory stimuli are, therefore, essential for the development of language, it is through language that the child comes into contact with the sound world, developing their oral and affective communication. This reaserch proposes, based on some research carried out at the Núcleo Saber Down – located at UESB, and considering researches about the importance of music as a tool for the intellectual, affective and cognitive development of human beings, to defend the proposal of music as a tool for expansion of the neural connections of people with T21 as well as the construction of an environment conducive to learning and the development of social, communicative, affective and language skills among these learners. It is suggested that families and schools are guided and motivated to adopt music as a promoter of the intellectual and emotional development of individuals with T21.

Keywords: Trisomy 21. Music. Speech intelligibility