As relações entre a afetividade e o desenvolvimento cognitivo-musical nos dois primeiros anos de vida

Abstract

Considering recent researches on babies' musical development, and also studies that demonstrate the confluence of cognitive and affective aspects to the construction of knowledge, this study aimed to establish the possible links between affectionateness and cognitive and musical development during the first two years of life. As main references on children's cognitive-musical development, we turned to Delalande (1995), Swanwick (1991, 1994, 2003) and Sloboda (2005, 2008). To study children's emotional development, we elected Damazio (2000, 2004), 1994, 2000), Wallon (2007, 2008) and Piaget (1982, 1990). The last two authors were also important references on child's cognitive development. Also, some more recent researches on musical development in the early years of life were fundamental, such as Ilari (2002, 2003, 2006, 2009), Trevarthen (1974, 1999-2000, 2002), Beyer (2004, 2005, 2012) Parizzi (2006, 2009), among others. The Content Analysis was the qualitative methodological approach in this research. Three jurors analyzed videos of the music lessons given by the researcher to children from zero to two years old, observing these children's general behaviors. The data were submitted to the Content Analysis and confronted to the theoretical references. The results pointed to an intrinsic relationship between cognition, affectionateness and musical development. The concepts of "Intuitive Parenting" (PAPOUEK and PAPOUEK, 1996) and "communicative musicality" (MALLOCH 1999/2000) proved to be fundamental to understand the inter-subjective dialogue between babies and adults as the basis for the first social interactions and, consecutively, fundamental to childrens development. Thus, we emphasize the importance of a music-pedagogical practice that considers not only childrens cognitive dimension but also their affective dimension, mainly during the first two years of life, when their expression and interaction are mostly affective.