An investigation of the music activity preferences of pre-school children

Temmerman, Nita

doi:10.1017/s0265051700000140

Cited by 48 publications

(59 citation statements)

References 7 publications

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“…Some of the questions in the interview had partially been adapted from the interview by Temmerman (2000) and adjusted for the needs of the present study. The interview involved questions relating to the children's interest in participating in individual music activities, and photographs depicting the music activities from which the children chose the one they wished to participate in; -A test for establishing the interest of the child in various types of music.…”

Section: Methodsmentioning

confidence: 99%

“…When asked to choose their favourite music activities (playing an instrument, singing, showing creativeness in music, listening to music, movements to music, conversation about music), most preschool and school children chose playing an instrument, since it enabled them to take active part in the educational process. Temmerman (2000), too, claims that the level of expressing interest in music depends on the ability of the children to take an active part in individual music activities. Her research involving 5-year old children showed that children at this age already expressed an increased interest in individual music activities.…”

Section: Introductionmentioning

confidence: 99%

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A Case Study of Preschool Children’s Musical Interests at Home and at School

Denac

2007

Early Childhood Educ J

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In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic monitoring and development of the interest in music activities enables the teachers to influence the preschool children in forming a positive attitude towards the art of music. The research involving preschool teachers, children at the age of five to six and their parents, was conducted in order to determine the interest of preschool teachers and children in music activities. We found that the teachers showed greatest interest in singing songs, playing instruments and listening to music. The children's favourite activities in kindergarten were movement to music (dancing), singing songs and playing on instruments, namely activities where they could take active part in the educational process. The parents reported that at home the children preferred most to listen to music, to sing songs and move to the sounds of music, and less to play on instruments and to be creative in music. The development of the children's interest in music depends on the teachers' expression of interest in music activities, on the choice of music activities and music contents and on the experience in the music environment of the family.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Case Study of Preschool Children’s Musical Interests at Home and at School

Denac

2007

Early Childhood Educ J

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“…As with pitch, moderate tempi are difficult to identify for young children. Depending on listening conditions, these will be classified as slow or fast (Temmerman, 2000). Intensity describes musical nuances, or sound volume.…”

Section: Musical Processing Skillsmentioning

confidence: 99%

“…Research has shown that children are particularly attentive to the sounds around them during early childhood (Temmerman, 2000). According to Gordon (1999Gordon ( , 2003 this period is the optimal time to nurture and develop musical knowledge because innate musical potential seems to stabilize before the first year of primary school.…”

Section: Musical Processing Skillsmentioning

confidence: 99%

Using Nursery Rhymes to Foster Phonological and Musical Processing Skills in Kindergarteners

Bolduc¹,

Lefèbvre²

2012

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The aim of this study was to assess the efficiency of four learning conditions to develop phonological and musical processing skills through a set of 10 nursery rhymes. According to the analysis of the teachers' practices, eight kindergarten classes (n = 100 kindergarteners) were paired and assigned to one of the following conditions: 1) music; 2) language; 3) combined [music and language]; and 4) passive listening (control classes). Participants in conditions 1, 2, and 3 were met for 40 minutes per week over a ten-week period. In condition 1, the nursery rhymes were supplemented by musical activities and in condition 2 by language activities. Condition 3 was a combination of activities from conditions 1 and 2. In condition 4, children listened to a recording of the same nursery rhymes for 15 minutes daily during free exploration periods. No intervention was proposed for this control condition. All participants were evaluated using the same phonological and musical processing measures prior to and after the implementation of the program. Results indicated that children in conditions 1, 2 and 3 significantly improved their phonological awareness and their invented spelling skills at post-test. However, only the two conditions in which the music component was integrated enhanced significantly their results at the verbal memory task. Children in conditions 1, 3 and 4 enhanced tonal and rhythm perception skills. This study demonstrated that supplementing nursery rhymes with language activities is an efficient manner to develop emergent literacy skills, but the addition of musical activities could also boost phonological processing skills.

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“…Se recomienda a estas edades el uso del movimiento o el acompañamiento con instrumentos para que la escucha musical sea activa. El movimiento será el elemento necesario para lograr una mayor expresión musical y esto es precisamente lo que los niños más disfrutan (Tammerman, 2000).…”

Section: Habilidades Para Escuchar Música Grabada O En Vivounclassified

Benefits of Music Training in Child Development: A Systematic Review

Benítez

Abrahan

Justel

2017

Revista Internacional de Educación Musical

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Existen evidencias que establecen que desde la infancia temprana la educación musical influye positivamente en el desarrollo cognitivo del niño, al i g u a l q u e d i f e r e n t e s c o m p o n e n t e s m u s i c a l e s contribuyen al desarrollo de las d e s t r e z a s p s i c o m o t r i c e s , emocionales y sociales. El procesamiento musical es un tema complejo. Desde el punto de vista cognitivo, la producción, la percepción musical y los aspectos del discurso musical, como el timbre, la intensidad, el ritmo, la altura, son procesados en diferentes partes del cerebro y su estructuración puede variar d e u n a p e r s o n a a o t r a dependiendo de su experiencia musical. A lo largo de esta revisión se presentarán los antecedentes en relación con los beneficios del entrenamiento m u s i c a l e n e l d e s a r r o l l o cognitivo de niños durante la primera infancia, haciendo hincapié en las diferencias que conllevan los entrenamientos receptivos en comparación a los activos, extendiendo los efectos al campo de la musicoterapia y el uso de las técnicas con fines terapéuticos. Palabras ClaveEntrenamiento musical; plasticidad; cognición; infancia; memoria. REVISTA INTERNACIONAL DE EDUCACIÓN MUSICALRevista arbitrada en castellano publicada por la Sociedad Internacional para la Educación Musical (ISME).

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An investigation of the music activity preferences of pre-school children

Cited by 48 publications

References 7 publications

A Case Study of Preschool Children’s Musical Interests at Home and at School

A Case Study of Preschool Children’s Musical Interests at Home and at School

Using Nursery Rhymes to Foster Phonological and Musical Processing Skills in Kindergarteners

Benefits of Music Training in Child Development: A Systematic Review

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