Constructivism and Connectionism in Musical Learning. First Cycle of Early Childhood Education

Abstract

A musical experience developed with a total sample of one hundred and ninety participants between two and three years of age is presented. The objective is to facilitate the discrimination of two musical parameters: duration and intensity, through several musical sessions developed with constructivist and connectionist methodology. The Seashore Musical Aptitude Test is adapted for the infant stage. The incorporation of these methodologies has been very positive, observing evolution in the identification of the stimuli provided. Family origin and attendance at musical activities were contemplated and may be conditioning factors due to exposure to musical listening.