Abstract
<jats:p>This article overcomes the traditional cognitive limitation of viewing early childhood development as a "stage of ignorance" and advances the proposition that the cognitive process of infants and young children is essentially a reflection of their active participation in a meaningful, structurally ordered "world of learning." This learning process is deeply rooted in the internal, pre-significative cognitive structure of infants and is realized through systematized motor exploration and a variety of play activities. A thorough understanding of the essential characteristics, internal system, forms of manifestation, and developmental process of early learning serves as an important theoretical basis for the scientific extension of music education to younger ages, affirming the value of early musical experience, and establishing meaningful musical experiences for children</jats:p> <jats:p>本文克服了将儿童早期发展视为"无知阶段"的传统认知局限 提出婴幼儿的认知过程本质上是他们积极参与到一个富有意义、结构有序的"学习世界"的反映。这一学习过程深深植根于婴幼儿内在的、前符号化的认知结构中 并通过系统化的动作探索与多样化的游戏活动得以实现。深刻理解早期学习的本质特征、内在体系、表现形式与发展过程 为科学地将音乐教育延伸至低龄阶段、肯定早期音乐经验的价值并为儿童奠定有意义的音乐经验提供了重要的理论基础</jats:p>