Estetika Bunyi dalam Dunia Anak: Sintesis Tematik Pengalaman Bunyi dan Musik di Pendidikan Anak Usia Dini

Abstract

This article examines how young children experience sound aesthetically in early childhood education and formulates its pedagogical implications. The study uses a qualitative documentary design and thematic synthesis of thirteen traceable empirical studies published between 2017 and 2026. The corpus was assembled purposively and is treated as an interpretive body of evidence rather than a complete representation of the available literature. Eleven studies provide direct evidence involving children, while two teacher-focused studies contribute contextual evidence about pedagogical conditions. Findings were extracted into a comparative matrix and read through hybrid deductive-inductive coding. Six sensitizing dimensions guided the analysis: embodiment, affect, temporality, relationality, spatiality, and musical agency. Open coding was retained to capture evidence that did not fit the initial dimensions, particularly discomfort, refusal, and nonverbal representation. The synthesis shows that aesthetic meaning emerges through configurations of bodily action, felt quality, social interaction, time, space, and opportunities to choose or transform sound. The dimensions receive uneven support across the corpus and should therefore be understood as an interpretive configuration rather than a causal sequence. The main contribution is an embodied-relational model of sound aesthetics that positions children as musical subjects and treats contextualized nonverbal action as legitimate evidence of aesthetic knowing. Pedagogically, the findings support responsive sound ecologies that protect agency, allow repetition and pause, attend to soundscape quality, and use multimodal documentation.