Ring around the rosie: music, literacy, and education schools

Abstract

Music is a powerful resource in Education, especially in Early Childhood Education and the Early Years of Elementary School. It promotes the development of auditory and cognitive skills, as well as motor development, sensitivity, and emotional growth. This study aimed to understand how teachers work with music in Early Childhood and Elementary Education — Early Grades, in schools in the coastal region of Paraná; assess teachers' perceptions of the importance of music in literacy and reading skills; and identify the most commonly adopted pedagogical activities involving music in the region's schools. The research was descriptive and exploratory, with qualitative and quantitative data analysis. A questionnaire was created using Google Forms and distributed electronically to teachers. Fifty volunteer teachers participated, signing the Informed Consent Form. The results showed that most teachers work with music, predominantly by the classroom teacher, and that music is used for a variety of purposes, such as emotional-affective, enhancing phonological awareness, developing auditory and cognitive skills, and other higher mental functions. Teachers believe that music aids in inclusion processes and learning difficulties, and they use it in various activities, such as storytelling, school routines, and teaching content. It is concluded that music is an important pedagogical tool, providing access to culture and a source of playfulness, to be used in the early years of schooling.