32-41

• Cslovjecsek, Markus

The understanding of learning processes has been fundamentally changedby scientific conclusions of the psychology and the neurophysiology of learning.Learning is understood as a construction process on the part of the learner. It isimperative to create the corresponding learning fields in order to be able to efficientlylearn. The prelinguistic child is capable of learning its mother tongue without anyprevious language skills. Based on today’s findings on the nature of learning processes,it can be assumed that learning from and with sound signs is decisive for the neonatalcognition. Those learning experiences are the „previous knowledge “and thereforeformative for the future learning. However, they are hardly recognized within theacademic environment: musical thinking and acting are almost always restricted tomusic class and are hardly ever connected to extra musical learning by thegovernmental education plan. Learning with and through music in educationalpsychology has rarely been discussed and has hardly been explored. It is to beexpected that this paradigm shift in the understanding of sound will evoke criticalquestions from within all fields of education and will have an influence on theformation of teachers as well as on the overall understanding of teaching.The way young children learn and the way the school teaches has to be compatible.

• Educational sciences

• Μουσική στην εκπαίδευση

music education, integrated curriculum, multiple intelligences, multisensorial learning, teacher education

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