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In this paper I introduce reflections which aims to present results of reflections on the importance of the relationship between gestures, body movements, rhythms and music in order to create possibilities and demonstrate that these are directly related to pedagogical work, work that can be related to other factors capable of developing the cognitive, motor and corporeality in the child's early school years. When we think about of early child development we can consider that childhood life and teaching are a way of understanding the world, the environment around you who interacts with the child's development. The child can develop in many ways, the issue of speech and action speak, sing, play, hit objects, in order to explore the environment in which she is and discover the universe of sound that can be produced either by the child's action towards objects and produced by herself in the use of his body. It was observed in Brazil a significantly increased discussions about early childhood education with the constitution of 1988 when was inserted a chapter relative to education, day care and preschool. Thereby the school attendance of children from the first months of life and six years becomes a duty of state and a right of the child through the legal point of view. The National Reference Curriculum for Early Childhood Education can help teachers to improve the development of the work with objectives and methods that can be followed. According to official documents “the gesture and body movement are closely linked and connected to the musical work. The musical realization implies in the gesture as much as in the moving, because sound is also gesture and vibratory motion and body's movement translate into the different sounds that you realize . The body movement, as well as speech, child's phonetic, are important in their development, but often, even by a school culture and historical factors relating to child discipline some attitudes are taken with the intention train her to always stay quiet and sitting. De Marco (1995) claims that the pedagogical essence of psychomotor centers on the proposition of a diverse repertoire of motor activities directed to the development and improvement of these base structures. In this sense, we conclude that when children begin to discover sounds of the body or the environment around you, considering the wide variety of sounds that is present in our daily lives, every noise, birdsong, the sound of a car, snap fingers, clap, they relate to movements, they can build skills in children and rhythmic perception, sound, making them more able to have a greater expression and to relations with the social and the environment around you.
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