Abstract
Music research focusing on infants shows that there are functional specializations for music processing in the human brain, and that, for infants and toddlers, music education starting at an early stage is important in their development. However, research has not yet provided solid evidence on what developmental (biopsychological) potential the educational ‘tools’ used in these kind of settings may carry, considering that these settings or educational practices constantly vary. This study focuses on the musical elements of tempo (rhythmical pace) and beat (sound impulse), and investigates the way these are handled by an educator in a formally structured early years (0–2) music education course of seven episodes. The study also examines how two different age groups of participants biologically perceive the specific aforementioned rhythmical elements. In contradiction to relevant communication theories and the hypothesis followed in this study, results show no significant differences in the way the specific educator handles rhythm for the two groups, following a similarly increasing trajectory of rhythmical development for each session per group. Additionally, there were no significant differences in the way the infants physiologically reacted to the above rhythmical handling, presenting an overall increasing heart rate trajectory.
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