The purpose of this study is to determine the effects at the cognitive level in two groups of Early Childhood Education students (49 subjects aged 5 and 6 years): musical activities related to mathematics content were applied to the Experimental Group (EG) for two months, while the Control Group (CG) executed traditional mathematical activities. The instrument used was a questionnaire completed by the teachers before and after putting the activities into practice, after collecting —through daily field notes— the mathematical learning acquired by the students. Descriptive and inferential statistics were used for data analysis. Significant and positive effects were found in the performance of the Experimental Group in all items. It can be concluded that using music represents an excellent alternative in Early Childhood Education, since it has a positive impact on learning.
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