A contribuição da musicalização no desenvolvimento das funções executivas na educação infantil: uma revisão de literatura

Abstract

Early childhood education is a fundamental stage in a child's overall development, especially with regard to cognitive skills and executive functions such as inhibitory control, working memory, and cognitive flexibility. In this context, music education has emerged as a pedagogical practice capable of integrating cognitive, emotional, motor, and social aspects, contributing significantly to the learning process. Given this, the objective of this study was to analyze, through a literature review, the contribution of music education to the development of executive functions in early childhood education. The research is characterized as a qualitative bibliographic review, based on studies published between 2020 and 2026, located in national and international scientific databases. The descriptors used involved musicalization, cognitive development, executive functions, and early childhood education, with previously defined inclusion and exclusion criteria applied. The results show that musicalization acts as a complex and integrated stimulus, favoring the improvement of attention, memory, language, self-regulation, and planning, in addition to contributing to the development of executive functions. It was also observed that collective musical practices promote engagement, cooperation, and inclusion, expanding the possibilities for learning in childhood. It is concluded that musicalization is a relevant and effective pedagogical resource in early childhood education and should be valued as an intentional strategy for strengthening cognitive development and executive functions, contributing to a more comprehensive and meaningful education for children.