This study explored the effects of combining two music technology teaching approaches, holistic music educational approach for young children (HMEAYC) and multisensory musical activities (MSMAs), on ...children’s academic behavior performances. The venue was a nonprofit early intervention organization and private preschool. Purposive sampling was used to select six children with autism spectrum disorder (ASD) and six without ASD around the age of 40-63 months, and the course arrangement was a 40-minute class each week for 14 weeks. This study demonstrated that the MSMAs teaching method could improve children’s learning habits and performance without ASD. In addition, the intervention of HMEAYC teaching method can improve the academic behavior of both children with ASD, and without ASD, especially for children with ASD; it has more significant benefits on learning habits. In addition, through HMEAYC’s music therapy courses, children’s communication, emotional and social performance can also be improved.
The influence of formal musical training on auditory cognition has been well established. For the majority of children, however, musical experience does not primarily consist of adult-guided training ...on a musical instrument. Instead, young children mostly engage in everyday musical activities such as singing and musical play. Here, we review recent electrophysiological and behavioral studies carried out in our laboratory and elsewhere which have begun to map how developing auditory skills are shaped by such informal musical activities both at home and in playschool-type settings. Although more research is still needed, the evidence emerging from these studies suggests that, in addition to formal musical training, informal musical activities can also influence the maturation of auditory discrimination and attention in preschool-aged children.
Infants born prematurely are considered at risk for language development delay and impairments. Using online parental reports, the present study investigated the influence of early musical experience ...in the home environment (Music@Home Infant Questionnaire) on language development (MacArthur-Bates Communicative Development Inventory) while controlling for general enrichment at home (Stim-Q Cognitive Home Environment Questionnaire) and perinatal post-traumatic stress disorder (Perinatal PTSD Questionnaire). Caregivers of 117 infants between 8 and 18 months of age (corrected age) without reported developmental difficulties completed an online survey. Results revealed that the musical home environment significantly predicted outcomes in reported infants' receptive vocabulary and gestural communication, independently from infants' corrected age and general enrichment of home activities. These findings constitute the first evidence that an enriched musical experience can enhance the development of early communication skills in a population at risk for language delays, namely infants born prematurely, opening the path for future intervention research in home and/or early childcare settings. Given that the majority of participants in this study were highly educated and from socioeconomically stable backgrounds, considerations regarding the generalizability of these results are discussed.
This article reports on a survey of Norwegian compulsory school music teachers, in which 293 teachers from 239 schools participated. In addition to providing demographic information, the teachers ...were asked what kinds of music their students listened to, sang, played, and created during lessons, and what activities this music was part of. We explore this material with respect to which forms of activities were included and how they were distributed, how the activities were related to teacher characteristics, what forms of participation the activities allowed for, and how this participation relates to broader societal patterns. The findings show that a broad palette of activities was implemented, but also that teachers with less formal competence in music chose activities that allowed for broader participation than their more musically specialised colleagues. Drawing on Bourdieu's concept of refraction, we interpret this as the latter being loyal to the logic of the art field.
Music education majors report low exposure to creative musical activities (CMAs) despite increased discourse surrounding the inclusion of CMAs in standards, curricula, publications, and practice. The ...purpose of this study was to compare preservice music teachers’ (PMT) and music teacher educators’ (MTE) experiences with CMAs. We used an anonymous survey instrument to explore definitions, perceived importance and preparedness, and the incorporation of CMAs within undergraduate music education curricula. MTEs and PMTs valued the inclusion of CMAs in preK–12 curricula, PMTs felt most prepared to teach arranging and least prepared to teach composing with their future preK–12 students, and PMTs valued and desired more opportunities to practice CMAs in undergraduate curricula. MTEs should consider integrating these activities as regular components in undergraduate music curricula.
In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so ...far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages.
Abstract
Objective: To study prosodic perception in early-implanted children in relation to auditory discrimination, auditory working memory, and exposure to music. Design: Word and sentence stress ...perception, discrimination of fundamental frequency (F0), intensity and duration, and forward digit span were measured twice over approximately 16 months. Musical activities were assessed by questionnaire. Study sample: Twenty-one early-implanted and age-matched normal-hearing (NH) children (4-13 years). Results: Children with cochlear implants (CIs) exposed to music performed better than others in stress perception and F0 discrimination. Only this subgroup of implanted children improved with age in word stress perception, intensity discrimination, and improved over time in digit span. Prosodic perception, F0 discrimination and forward digit span in implanted children exposed to music was equivalent to the NH group, but other implanted children performed more poorly. For children with CIs, word stress perception was linked to digit span and intensity discrimination: sentence stress perception was additionally linked to F0 discrimination. Conclusions: Prosodic perception in children with CIs is linked to auditory working memory and aspects of auditory discrimination. Engagement in music was linked to better performance across a range of measures, suggesting that music is a valuable tool in the rehabilitation of implanted children.
EFECTOS DE ENSEÑAR MATEMÁTICAS A TRAVÉS DE ACTIVIDADES MUSICALES Mato -Vázquez, Dorinda; Chao -Fernández, Rocío; Chao -Fernández, Aurelio
RELIME. Revista latinoamericana de investigación en matemática educativa,
2019, Letnik:
22, Številka:
2
Journal Article
Recenzirano
Odprti dostop
El propósito de este estudio es determinar los efectos a nivel cognitivo en dos grupos de estudiantes de Educación Infantil (49 sujetos de 5 y 6 años): al Grupo Experimental (GE) se le aplicaron ...actividades musicales relacionadas con contenidos de matemáticas durante dos meses, mientras que el Grupo Control (GC) ejecutó actividades matemáticas tradicionales. El instrumento utilizado fue un cuestionario que cumplimentaron las profesoras antes y después de poner en práctica las actividades, tras recoger —a través de notas de campo diarias— los aprendizajes matemáticos adquiridos por los estudiantes. Para el análisis de los datos se utilizó estadística descriptiva e inferencial. Se encontraron efectos significativos y positivos en el rendimiento del Grupo Experimental en todos los ítems. Se puede concluir que utilizar la música representa una excelente alternativa en Educación Infantil, ya que tiene un impacto positivo en el aprendizaje.
The purpose of this study is to determine the effects at the cognitive level in two groups of Early Childhood Education students (49 subjects aged 5 and 6 years): musical activities related to mathematics content were applied to the Experimental Group (EG) for two months, while the Control Group (CG) executed traditional mathematical activities. The instrument used was a questionnaire completed by the teachers before and after putting the activities into practice, after collecting —through daily field notes— the mathematical learning acquired by the students. Descriptive and inferential statistics were used for data analysis. Significant and positive effects were found in the performance of the Experimental Group in all items. It can be concluded that using music represents an excellent alternative in Early Childhood Education, since it has a positive impact on learning.
L’objectif de cette étude est de déterminer les effets dans le niveau cognitif, en deux groupes d’étudiants d’Éducation Infantile (49 sujets âgés de 5 à 6 ans), après l’application des activités musicales dans un Groupe Expérimental liés au contenu des mathématiques pendant deux mois, alors que Groupe Contrôle exécute des activités mathématiques traditionnelles. L’instrument utilisé était un questionnaire qui a rempli les enseignants avant et après l’exécutions des activités, en prenant des notes sur l’apprentissage des mathématiques acquises par les étudiants. Pour l’analyse des résultats on a utilisé statistiques descriptives et déductives. On a trouvé un rendement important et positif du Groupe Expérimental dans tous les effets rubriquez. On peut conclure que l’utilisation de la musique représente une excellente alternative dans l’éducation de la petite enfance, car il a un impact positif sur l’apprentissage.
O objetivo deste estudo foi determinar os efeitos sobre o nível cognitivo, em dois grupos de alunos na Educação Infantil (49 indivíduos entre 5 e 6 anos), após a aplicação das atividades musicais do Grupo Experimental relacionadas com conteúdo de matemática durante dois meses, enquanto o Grupo Controle executando atividades matemáticas tradicionais. O instrumentoutilizado foi um questionário que completaron os professores antes e depois da implementação das atividades, após a recolha a través do campo diária observa aprendizagem matemática adquiridos pelos alunos. Para a análise dos dados utilizou-se estatística descritiva e inferencial. Foi detectado desempenho significativo è positivo do Grupo Experimental em todos os itens. Pode-se concluir que o uso de música representa uma excelente alternativa na Educação Infantil porque tem um impacto positivo na aprendizagem das crianças.
It is important that before entering primary school, the child’s phonological awareness is supported by a variety of different activities whereby phonological awareness is based on a well-developed ...hearing ability. Hearing is part of the musical activities that support/encourage phonological awareness with the development of rhythmic and melodic music listening. In this article, we aimed to investigate the effects of musical activities derived from the methodological system of Edward Willems on phonological awareness through a quasi-experimental study with 70 children aged 4 to 7 years. Thirty-five of them received 1 hr of music instruction per week for 6 months (experimental group) and the other 35 children received no such musical support (control group). We tested each child’s phonological awareness at the beginning of the music program and after 6 months. The results of the analysis of covariance showed that there was a statistically significant difference in phonological awareness between the experimental and control groups in favor of the experimental group. The results of the research confirmed that musical activities based on the methodological system Edgar Willems are a good and effective means of promoting phonological awareness, especially in early childhood.
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