Abstract:

Introduction:
The learning context at childhood is not merely limited to the formal sphere of education; it reaches informal contexts as well. The main goal of this research consists of analysing the results of dynamization during recess in school yards though musical games as a vehicle for social inclusion, based on an experienced carried out in three schools located in Segovia, Spain. The mentioned research work unfolded in the framework of a Service Learning Project (SLP) developed by forty undergraduate students of Primary Education at Segovia University, during the 2016/17 and 2017/18 academic terms.

Theoretical framework:
At recess children relax, play, change activities and set themselves free, before focusing again on the subsequent lesson (Barilá & Molineri, 2010). Frequently, school yards are organized and allow the development of gender-based, discriminatory behaviours (Subirats Martori & Tomé González, 2010). Music, and especially musical games, may contribute to foster a more inclusive and fair socialization among students (Delalande, 2001; Hallam, 2010). An increasing number of Service Learning projects are focusing on teachers’ initial education and a joint work has developed among a certain number of institutions, combining the disciplinary learning of music and actions aimed at satisfying necessities within the community (Bartolome, 2013; Parejo, Cortón & Giráldez, 2018).

Metodology:
The qualitative and interpretative research paradigm has been chosen. Therefore, the following data collection techniques have been applied: an online reflective diary, published by students on a weekly basis; a field diary in which the three teachers in charge of the subject recorded the participating observation and, thirdly, all the didactic materials, video and photographs of the musical activities and games implemented.

Results and discussion:
Next, categories resulting from content analysis are shown, along with the results obtained. Concerning the first category, Musical development in children and their social and educative inclusion in playground context, the dynamization of recess periods in the school yard with music has enhanced the children’s musical development based on singing, experientiation of rhythm, corporal expression and work with folklore (Epelde-Larrañaga, 2011). Likewise, it has promoted an improved inclusion of children in risk of social exclusion, who have felt motivated to participate, voluntarily, in the musical games proposed by college (Benedict, Schmidt, Spruce, & Woodford, 2015).

Concerning the second category, Learning acquired for the students’ civic and/or professional development as future primary education teachers, the LSP experience has fostered values of commitment among students, towards the social and cultural inclusion of marginalised minors, through the promotion of coeducation and socio-cultural diversity. Such values have favoured the development of social and civic competences among college students (Kelly, Dalton & Miller, 2017). Likewise, professional growth has been observed among students who, throughout the SLP work, have worked on competences corresponding to graduates in teaching.

Keywords:

Music Education, Primary Education, Service Learning, Schoolyards, Recess Breaks, Citizenship Education, Games.