Abstract

Sound, besides being part of the environment, facilitates exploration and scientific inquiry. This research analyzes how sound becomes an activator of scientific and investigative skills that allows early childhood children to recognize it as a physical phenomenon and from this to make recognition of the territory. A qualitative approach was used based on the ONDAS methodology, where twenty-four children and a teacher became co-researchers. The information was collected through semi-structured interviews, the field diary with its photographic record, and an observation guide. The analysis was conducted jointly, which involved examining each piece of information in detail, establishing a dialogue between the results, as well as classifying and grouping them to identify relationships and patterns. The study identified three key aspects in the understanding of sound in childhood: (1) its interpretation through emotions and experiences, (2) exploration through experimentation with various elements, and (3) the construction of a concept based on experience and conceptual support. The children enhanced their research skills such as observation, question formulation, data collection, teamwork, and communication of findings. In addition, sound was consolidated as a key tool for territorial recognition, allowing them to identify soundscapes and develop a deeper connection with their surroundings. Finally, sound, more than a physical phenomenon, became a fundamental bridge for the development of research skills and the construction of a sense of territorial belonging.