Abstract

The study investigates the contribution of a didactic approach structured around specific music-education content to the development of musical reception and expression abilities in preschool children aged 3–4. A single-group quasi-experimental design with initial and final assessment (pretest–posttest) was used during the 2024–2025 school year with a younger group (N = 16) from a kindergarten in the city of Bacău. The eight-week formative intervention targeted the auditory discrimination of sounds by source, direction, duration, intensity, timbre, and tempo, as well as the performance of songs with appropriate dynamics and tempo, through specific methods (conversation, demonstration, exercise, musical game). Assessment was carried out using a 14-item practical test. The mean score increased from 14.75 (SD = 2.62) to 17.06 points (SD = 1.06); 13 of the 16 children showed progress, and the difference was statistically significant (Wilcoxon test, p = .001). The largest gains were recorded for performing songs with different dynamics and for discriminating tempo and sound duration. The results support the formative value of a gradual, play-based and multisensory approach, but should be interpreted with caution given the absence of a control group.

Keywords: early childhood education; music education; musical expression; musical reception; preschoolers