Maria Francesca D'Amante



This essay presents an integrated music education project aimed at developing pre-school children's language skills. Several neuroscientific studies shows that children exposed to musical experiences in early childhood have a higher IQ, leading to the hypothesis that music can nourish brain plasticity and positively influence the process of language acquisition. Indeed, music and language share many physiological aspects, starting with the receiving organ and certain cortical areas involved in the processing of certain parameters characteristic of both phenomena, as well as the specific activation of cerebral hemispheres linked to specific structural functions (phonetics, semantics and syntax). But there is also a link between the two on an ontogenetic as well as phylogenetic level. Musical practice is one of the most complex brain activities; making music profoundly changes the sensitivity of the auditory system, improving the ability to process language sounds and to understand the nuances of meaning communicated through voice modulations.


music, childhood, language, school readiness, neuroeducation

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