Musical Stimulation as a Strategy for the Development of Spatial Notions in Children Aged 4 to 5

Abstract

The present study aims to design a guide of musical stimulation activity strategies to strengthen spatial notions in 4-to-5-year-old children at the Sayausí Educational Unit. A mixed-methods approach with an explanatory scope was employed, combining quantitative and qualitative methods within a quasi-experimental pretest-posttest design. The study was structured into diagnostic, intervention, and evaluation phases, involving 26 participants (1 administrator, 4 teachers, and 21 children). Data collection included direct observation, interviews, and surveys, while data processing was conducted using IBM SPSS Statistics. Initial findings revealed a limited pedagogical use of musical activities, which were primarily applied for recreational purposes rather than as structured learning strategies. Consequently, the children's spatial notions, such as localization, orientation, laterality, and directionality, were predominantly found at "initial" and "in-progress" levels. Following the implementation of the musical stimulation guide, substantial improvements were observed, with most indicators reaching the "mastery" level. These findings demonstrate the efficacy and relevance of structured musical stimulation as a strategy in early childhood education, fostering essential skills for future learning in reading, writing, and mathematics.