Abstract:

It is commonly accepted in the literature that music provokes reaction and is a privileged “territory” of emotional experiences to which memory is not indifferent. Hence its importance in personal and social terms: music gives pleasure, helps to balance energies, develops creativity, memory, concentration, self-discipline, motor skills, logical reasoning, critical sense, sensitivity and favors communication and social interactions, appealing to cooperation and appreciation of the other.

Thus, it is easy to see that it has an enormous educational/training potential. Music has the gift of generating emotions. The methodology is qualitative in nature, using action research carried out by one of the authors, using an observation grid. Through a participant observation process, it was possible to observe the daily life of a room (group) while musical and relaxation activities were carried out. This study consists of the presentation of a 4-month investigation carried out in the context of Early Childhood.

The research question that guides the study is: how does music enhance the well-being of children in early childhood? The sample consists of 20 children of the early childhood, verifying in terms of gender, eight girls and twelve boys, in terms of age, we can see that more than half are in the same age group of three years. To carry out an observation grid, the educator's consent was not necessary, since, as we saw earlier, the observation was participatory. In addition, it was guaranteed that no personally identifiable data would be collected and that they will not be accessed or used for other purposes and incorrectly in the observation. Categorization was performed with the support of webQDA® software and the categories validated using the Delphi method. Through the study of the results obtained in each moment of implementation of this study, it was realized that the practice of relaxation/mindfulness should be inserted informally, progressively transforming itself into a formal meditation practice. The practice of mindfulness should also be adopted informally, at different times of the children's daily lives, whether at recess, at lunch, in a situation of waiting that extends a little longer, in carrying out at recess, at lunch, in a situation of waiting that extends a little longer, in carrying out a work, in tasks that are in the child's best interest and require precision, concentration and movement control. It is remarkable that music and emotion are inseparable, however, it is impossible to say whether music originates emotion or emotion originates music, it is known that music originates brain reactions, both when heard and when composed and that to acquire musical expertise many structures cognitions are used.

In conclusion, it can be said that the music activities as a means of relaxation, functioned as a means of facilitating the development of emotional, behavioral, and playful self-regulation skills.

Keywords:

Music, Early Childhood, Relaxation, Playfulness.