Os efeitos do uso da música cantada na atenção durante a realização de atividades aquáticas: um estudo em crianças com quatro e cinco anos de idade

Abstract

Music is an important tool for learning during early childhood. The use of the music during aquatic activities may enhance the child's development. Furthermore, it is expected an increase of the focus of attention of children in motor interventions in aquatic environment with use of the music, who keep them more focused and active during the sessions. The main purpose of this study was to analyse the effects of music in the children’s attention during aquatic activities. The sample was comprised 9 children (5 girls) aged 4 and 5 years, who practice aquatic activities (swimming). The prior attention level of the children was assessed according to the Diagnostic and Statistical Manual of Mental Disorders DSM-V, which was answered by parents or guardian. Nine random pedagogical practices were structured, and also taped, in three distinct forms of application: using music sung and simultaneous demonstration of the movements by teacher; using only music sung by teacher; and using only demonstration of the movements by teacher. Each child needed to participate at leasttwo classes of each intervention. The images were analysed according to established criteria, adapted from the Diagnostic and Statistical Manual of Mental Disorders DSMV, where was verified in what intervention the children remained more attentive. Teacher mediation effect was evaluated by the Instrument for Mediator Pattern Observation Group Situation. Several multivariate statistical analyses were performed using SPSS software, version 21.0. The p-value was situated at 0.05. The present study suggested that the isolated application of music sung by teacher may have a positive effect on the children’s attention aged 4-5 years during aquatic activities, beingmore effective compared to other intervention forms (p<0.05). There were no significant differences between the sexes (p> 0.05). Teacher mediation effect was not observed. Prior attention level was homogeneous among assessed children. These findings suggest that music may have a positive effect in the maintaining of children’s attention during water activities, being more effective than procedures that uses only demonstration or use associated to the music.