Abstract

VECTORE, Celia et al. Mediation, engagement and involvement in the music language: a study in children's contexts. Psicol. educ. [online]. 2017, n.44, pp. 37-46. ISSN 1414-6975.  http://dx.doi.org/10.5935/2175-3520.20170004.

This study aims to identify variations in the commitment of teachers from children's institutions, as well as the involvement of children, before and after an intervention, focused on learning music content. For this purpose, five teachers and 24 children aged between three and five years participated. Initially, it was applied and evaluated the adult commitment scale and the child involvement scale. The teachers then attended a training course in music, with a workload of 100 hours, followed by a weekly monitoring of teachers for five weeks. After completion of the intervention procedure, the teachers and children were assessed again by the abovementioned instruments. The results showed improvement in the levels of the teachers' commitment and of the children's involvement, although musical activities remained incipient in the institutional routine. Further studies are needed to effect the effective insertion of musical language in early childhood education. Furthermore, it should be considered that faster training, whether or not containing significant content, may not be sufficient to consolidate the learning of this important content for the development of young children.

Keywords : mediation; involvement; commitment; musical language; children's institution.

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