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In this chapter, our goal is to explore the influence of two musical elements, rhythm and sound, in early development. Rhythm and sound are part of the first semiotic systems of interaction. However, scientific literature has focused on mother-child dyadic communication and language, leaving material culture out. We will discuss the importance of soound objects and musical instruments in the development of the first triadic interactions (infant-adult-object) in three different contexts. First, we will present our studies carried out at home, where the interaction took place between the mother, the infant, and a maraca. Already from the first two months of life, adults promote infants’ participation in the interaction with the musical instruments. This is evident in the pauses and rhythmic demonstrations that adults produce while interacting with the child. The child will progressively assume the initiative in the interaction and construct the conventional uses and meanings of the materiality. Next, we will present a study in the hospital setting, with premature babies in the Neonatal Unit. In these atypical contexts, infants and parents face important difficulties and risks. The music therapy offers a “bridge” that connects the clinical intervention, improving the infants’ well-being and vital constants, and the psychological intervention, favoring the early development of the infants and the parent-infant interaction. Surprisingly, music therapy also positively impacts the hospital staff, who were calmer in their daily tasks after the intervention. Finally, we will present some results from the musical analysis in an early years school. Sound objects and musical instruments are among the first objects that infants use in a functional way. We will present two cases with two infants. Both infants demonstrated structured musical uses of the objects, with a constant rhythmic pattern, accents, and stable tempo. This means that infants structure their action in an intentional manner. We will close the chapter with a brief discussion on the importance of musical production in early development and early childhood education.

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The Pragmatics of Music: Rhythmic-Sound Uses in Early Development at Home, in the Hospital, and in the Early Years School

  • 章节

  • 发表日期：

    2025年

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  • Iván Moreno-Llanos,
  • María Jáñez-Álvarez,
  • Miren Pérez-Eizaguirre,
  • María Jesús del Olmo

摘要

In this chapter, our goal is to explore the influence of two musical elements, rhythm and sound, in early development. Rhythm and sound are part of the first semiotic systems of interaction. However, scientific literature has focused on mother-child dyadic communication and language, leaving material culture out. We will discuss the importance of soound objects and musical instruments in the development of the first triadic interactions (infant-adult-object) in three different contexts. First, we will present our studies carried out at home, where the interaction took place between the mother, the infant, and a maraca. Already from the first two months of life, adults promote infants’ participation in the interaction with the musical instruments. This is evident in the pauses and rhythmic demonstrations that adults produce while interacting with the child. The child will progressively assume the initiative in the interaction and construct the conventional uses and meanings of the materiality. Next, we will present a study in the hospital setting, with premature babies in the Neonatal Unit. In these atypical contexts, infants and parents face important difficulties and risks. The music therapy offers a “bridge” that connects the clinical intervention, improving the infants’ well-being and vital constants, and the psychological intervention, favoring the early development of the infants and the parent-infant interaction. Surprisingly, music therapy also positively impacts the hospital staff, who were calmer in their daily tasks after the intervention. Finally, we will present some results from the musical analysis in an early years school. Sound objects and musical instruments are among the first objects that infants use in a functional way. We will present two cases with two infants. Both infants demonstrated structured musical uses of the objects, with a constant rhythmic pattern, accents, and stable tempo. This means that infants structure their action in an intentional manner. We will close the chapter with a brief discussion on the importance of musical production in early development and early childhood education.