Music and Arts in Early Childhood Education: Paths for Professional Development Towards Social and Human Development
Abstract
1. Introduction
1.1. Integrative Approaches to Early Childhood: From Neuroscience to Community Care
1.2. The Methodology That Frames the Narrative
2. Pillars for the Design of Training Pathways Grounded in Music and the Arts for Early Childhood in Portugal
2.1. The Opus Tutti Project—Artistic Practices in Creating Social and Educational Roots (2011–2014)
2.2. The GermInArte Project—Artistic Transformation of Agents for Social and Human Development from Early Childhood (2015–2018)
3. Training Paths Grounded in Music and the Arts for Early Childhood: Examples from Academia and Artistic Creation Fields
3.1. The Postgraduate University Program in Music in Early Childhood: Intervention and Research
3.2. Mil Pássaros
3.2.1. Describing the Mil Pássaros Constellation
3.2.2. Mil Pássaros in Coimbra: Examples of Articulation Between Professional Development, Artistic Practices, and Community Involvement
3.3. International Examples
4. Human Development Grounded in Music and the Arts for Early Childhood: Training and New Routes for the Future
4.1. Linking Creation, Intervention, and Research
4.2. Itineraries, Directions, and Audiences: Where Do We Need to Go?
5. Recommendations
- (1)
- A well-supported caregiver is better equipped to create nurturing environments for infants and toddlers. Thus, in addition to considering the initial and continuous training of human resources, it is also essential to focus on their well-being and the development of lifelong self-care skills.
- (2)
- Artistic practices foster a playful attitude, which is essential for nurturing creativity and curiosity. Therefore, they should be central to the training of early childhood educators. These practices need to be experienced immersively and modeled within relevant work settings. Additionally, they should encourage improvisation to help educators develop flexibility, adapt to unpredictability, and engage in meaningful co-creation with children.
- (3)
- Working models that encourage collaboration between the educational mission of families and human resources, respecting the limits of each other’s actions, fostering dialog, and a collaborative spirit, should be privileged and disseminated widely.
- (4)
- Lifelong learning must always be accessible to educators. They should be able to request technical or specialized support whenever needed.
- (5)
- How educators use their tone of voice when speaking to children is likely even more important than the actual words they say. It is essential to study and understand the impact that educators’ vocal tone has on children’s experiences and development.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Rodrigues, H.; Pereira, A.I.; Rodrigues, P.M.; Rodrigues, P.F.; Broock, A. Music and Arts in Early Childhood Education: Paths for Professional Development Towards Social and Human Development. Educ. Sci. 2025, 15, 991. https://doi.org/10.3390/educsci15080991
Rodrigues H, Pereira AI, Rodrigues PM, Rodrigues PF, Broock A. Music and Arts in Early Childhood Education: Paths for Professional Development Towards Social and Human Development. Education Sciences. 2025; 15(8):991. https://doi.org/10.3390/educsci15080991
Chicago/Turabian StyleRodrigues, Helena, Ana Isabel Pereira, Paulo Maria Rodrigues, Paulo Ferreira Rodrigues, and Angelita Broock. 2025. "Music and Arts in Early Childhood Education: Paths for Professional Development Towards Social and Human Development" Education Sciences 15, no. 8: 991. https://doi.org/10.3390/educsci15080991
APA StyleRodrigues, H., Pereira, A. I., Rodrigues, P. M., Rodrigues, P. F., & Broock, A. (2025). Music and Arts in Early Childhood Education: Paths for Professional Development Towards Social and Human Development. Education Sciences, 15(8), 991. https://doi.org/10.3390/educsci15080991