[en] Music is a fundamental part of children's lives, as it can be used to work on aspects such as emotions, instruments, dance and performance. The general objectives of this work are to analyse the relationship with music in the classroom and in the family context, and from there to create a didactic unit centred on music to promote the integral development of children. The process of completing the work is described below: at the university, the topic was chosen and a meeting was held with the tutor. At this meeting, we specified what to do and received approval from the teacher to carry out the proposal at the school. Subsequently, the observation process was conducted, the intervention was planned and executed, and results and conclusions were obtained using questionnaires. This didactic 3 proposal was designed to be carried out with pupils in the second stage of Infant Education, specifically with 4-year-old children. Three surveys were conducted for the design of this intervention: one addressed to parents to evaluate the importance of music in their homes, one addressed to the practice tutor to evaluate the importance of music in the classroom, and another to evaluate the established didactic proposal. The results obtained provide a comprehensive view of the impact and value of music in early childhood education, both at school and at home. Based on the results gathered in the evaluation criteria questionnaire completed by the tutor, the proposed intervention shows a significant contribution to the comprehensive development of the pupils. Finally, as a conclusion, the importance of working on music and emotions in early childhood education can be seen. Furthermore, in this process it has been proven that relating these two elements to dance is beneficial, as when children dance and move to the rhythm of the music, they experience emotions directly. However, as a proposal for improvement, it would be advisable to dedicate more time to the planning of the activities and their execution.

[eu] Musika, atal ezinbestekoa da umeen bizitzetan, izan ere, musikaren bitartez alderdi ezberdinak landu daitezke, hala nola, emozioak, instrumentuak, dantza eta baita interpretazioa ere. Lan honen helburu orokorrak, ikastetxeko gelan eta testuinguru familiarrean duten musikarekiko harremana aztertzea, eta hortik abiatuta, musika ardatz izanik umeen garapen integrala sustatzeko unitate didaktiko bat sortzea dira. Lehendabizi, lana osatzeko egindako prozesua deskribatzen da: unibertsitatean, gaia aukeratu da eta bilera bat egin da tutorearekin. Honetan, zer egin zehaztu, eta eskolan murgilduta, irakaslearen partez, proposamena aurrera eramateko baiezkoa jaso da. Gero, behaketa prozesua burutu, esku-hartzea planifikatu eta aurrera eraman eta galdetegiak erabilita, emaitzak eta ondorioak lortu dira. Lanak planteatzen duen proposamen didaktiko hau, Haur Hezkuntzako bigarren etapako ikasleekin egiteko diseinatu da, hain zuzen ere, 4 urteko haurrekin. Esku-hartze hori diseinatzeko, hiru inkesta egin ziren: bata gurasoei zuzendua, musikak haien etxeetan duen garrantzia ebaluatzeko, eta besteak praktiken tutoreari, ikasgelan musikak duen garrantzia ebaluatzeko eta ezarritako proposamen didaktikoaren gaineko ebaluazioa egiteko. Lortutako emaitzek musikak haur-hezkuntzan duen eraginari eta balioari buruzko ikuspegi integrala ematen dute, bai eskola-eremuan, baita familia-ingurunean ere. Tutoreak betetako ebaluazio-irizpideen galdetegian jasotako emaitzetan oinarrituta, proposatutako esku-hartzeak ikasleen garapen integralean ekarpen handia egin duela erakusten du. Azkenik, ondorio moduan, Haur Hezkuntzan musika eta emozioak lantzeak garrantzi handia duela ikusi da. Gainera, prozesu honetan ikusi da, bi hauek dantzarekin erlazionatzea onuragarria dela, izan ere, haurrek dantza egiten dutenean eta musikaren erritmora mugitzen direnean, emozioak modu zuzenean esperimentatzen ari dira. Hala ere, hobekuntza proposamen moduan, ondo legoke jardueren plangintzari eta hauen gauzatzeari denbora gehiago eskaintzea.