ENHANCING MEMORY PROCESSES IN EARLY CHILDHOOD THROUGH MUSICAL ACTIVITIES: A DESCRIPTIVE SURVEY OF PRESCHOOL TEACHERS’ PERCEPTIONS

This study investigates the role of musical activities in enhancing memory processes in early childhood education. More specifically, it examines preschool teachers’ perceptions of how specific musical activity factors, such as rhythm, melody, repetition, imitation, synchronisation, verbal flow, emotional engagement, and multisensory experience, may contribute to the development of memory and broader cognitive functioning in preschool children. The study is grounded in theoretical perspectives on memory processes, including encoding, retrieval, and consolidation, as well as in interdisciplinary research on music, cognition, and early childhood learning. The research adopts an exploratory descriptive survey design in order to examine educators’ views on the pedagogical value of music-based activities in preschool settings. Data were collected through a structured questionnaire administered to preschool teachers. The sample consisted of eleven educators of different age groups, levels of teaching experience, and professional backgrounds (N = 11). Data were analysed using descriptive statistical methods (frequencies and percentages). Findings indicate that music-based activities are widely perceived as valuable pedagogical tools for supporting children’s memory processes. In particular, repetition, movement-based synchronisation, emotional engagement, and multisensory involvement were identified as important factors contributing to memory enhancement. Participants also reported that musical activities may support children’s attention, participation, and broader cognitive development. Overall, the study suggests that musical activities can play a meaningful role in early childhood education by creating engaging and developmentally appropriate learning environments that support memory, attention, and cognitive growth. Findings also highlight the need for further research involving larger samples and direct observation of children’s learning outcomes.