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The paperquality comparesconcept is the nationalcore of the democratic pedagogical model (2030 Agenda goal 4). Since the 2000s, EU guidelines on ECEC have promoted a holistic approach to early childhood, emphasizing each child's right to equal educational systemopportunities, quality education, creativity development, and a consistent, unified curriculum that aligns with subsequent education and training. This paper will demonstrate how early childhood art music education can significantly benefit a child's cognitive, socio-emotional, creative, and innovative development. The beauty and cultural significance of Croatiamusic andoffer Italyinvaluable contributions to a child's growth. Unfortunately, music, therefore the art music, is poorly present or completely missing in the 0-6 yearscurriculum.
segment,Based on the analysis of standard documents on early childhood education, in the EU and beyond, the speech will suggest three intervention areas in order to presentconstruct a quality vertical curriculum centered on artistic music education: the principles,staff values,musical training; the historically and objectivesculturally underlyingoriented organization of the artcurriculum; musicthe educationsetting asup of the learning environment. The three areas are not always supported in a ‘quality’balanced factorway by the guidance frameworks of touteach courtcountry for a quality early childhood education. The critical-comparative analysis, within the international and European legislative framework, will point out the formative potential of art music education oriented towards historical and cultural sense.
The primary purpose of both curricula, the promotion of the integral and harmonious child’s growth, calls into question the relevance that art music can assume in nourishing the child’s potential for development in this age group, affecting on one’s own psychophysical well-being. The eighth key competence, highlighted by the two documents, emphasizes the key role of art music both in cultural awareness raising and sense of belonging to the wider European community, and in education to creative and innovative expression. Promoting the educational strategy of problematizing and learning by research and experience, the curricula enhance the initiating possibility of a child’s critical thinking and open up a privileged way to art music not only for artistic and aesthetic education, but also for the reflective thought formation.
In this perspective, quality music education, intentionally targeted at specific instructive areas, plays a key role in cognitive, social, and emotional development, fostering the first forms of active citizenship. This intervention seeksis to stimulate the scientificdebate communitybetween discussionpedagogy onand relevancedidactics of music educationconnoisseurs, focusedas onwell artas musicbetween educators and teachers in the educationalECEC continuumsystem, curriculum-building from the 0-to-6 segment, aswith a ‘quality’view coefficientto develop pilot projects of educationvertical startingcurricula fromexperimentation Earlyof Childhoodartistic Educationmusic and Care system. education.
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