Rhythm and movement delivered by teachers supports self-regulation skills of preschool-aged children in disadvantaged communities: A clustered RCT

Williams, Kate E.; Bentley, Laura; Savage, Sally; Eager, Rebecca; Nielson, Cathy

doi:10.1016/j.ecresq.2023.05.008

Cited by 6 publications

(3 citation statements)

References 70 publications

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“…Future studies should also conduct follow-up testing to assess the temporal stability of inhibition control improvements after music training. A study by Bentley et al (2023) shows that the beneficial effects on inhibition control in Williams et al (2023) were stable and could be captured six months later, thus encouraging future work to conduct follow-up examinations.…”

Section: Discussionmentioning

confidence: 99%

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

Jamey

Foster

Hyde

et al. 2023

Preprint

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Inhibition control is an essential executive function and the cornerstone of important skills during children's development, like self-regulation and the development of social and language abilities. Better inhibition control is associated with higher academic achievement (e.g., reasoning skills, mathematics, and science). Music training requires inhibition control when learning new motor skills of an instrument, synchronized group training, monitoring performance, and auditory stream prioritization. This meta-analysis examined for the first time whether music-based training improves inhibition control in children. A rigorous search of the literature from 1980 to 2022 yielded 2182 records (N = 1528). Twenty studies had longitudinal designs, of which eight were randomized-clinical trials (RCTs) with an active control condition. Inhibition control measures included the flanker, go/no-go, and Stroop tests or similar preschool adaptations. A random-effects meta-analysis of these studies showed a moderate-to-large effect size for improvement in inhibition control after music training compared to control programs in the eight RCTs (SMD = 0.63, CI = 0.41 to 0.85, p < .0001). The full set of twenty longitudinal studies that included quasi-experimental designs and passive control groups showed a small-to-moderate effect size (SMD = 0.36, CI = 0.21 to 0.50, p < .0001). These findings highlight that music training, probably owing to its time-bound multisensory and multimodal demands fostering brain plasticity, plays a privileged role in improving executive functioning in children, especially inhibition control. We recommend further validation of music training to complement education and as a therapeutic tool for clinical populations with inhibition control difficulties (e.g., Autism, ADHD).

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Section: Discussionmentioning

confidence: 99%

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

Jamey

Foster

Hyde

et al. 2023

Preprint

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“…The process of rhythmic-movement activities typically includes warm-up; introduction; music appreciation; movement expression; music performance; and relaxation etc. (Matthews et al, 2016;Kim and Lee, 2023;Laure and Habe, 2023;Williams et al, 2023). A study designed a rhythm and movement intervention program to explore the effect of rhythm and movement intervention on improving the self-regulation skills of 3-4 year old children, which included the following steps: (i) warm-up involving body percussion; (ii) becoming familiar involving an adaptation of a familiar early childhood song; (iii) moving to the beat involving large grossmotor movements; (iv) playing to the beat involving simple rhythm sticks or castanets; (v) dancing to the beat involving slightly more complex gross motor movement patterns to activity three of the session and often involving visual motor skills and coordination such as mirroring the shape of rhythm sticks on the floor with bodies; and (vi) calming, which includes a series of movements and then stillness accompanied by relaxation music to support physiological entrainment to a calmer state, targeting embodied emotional regulation.…”

Section: Introductionmentioning

confidence: 99%

“…A study designed a rhythm and movement intervention program to explore the effect of rhythm and movement intervention on improving the self-regulation skills of 3-4 year old children, which included the following steps: (i) warm-up involving body percussion; (ii) becoming familiar involving an adaptation of a familiar early childhood song; (iii) moving to the beat involving large grossmotor movements; (iv) playing to the beat involving simple rhythm sticks or castanets; (v) dancing to the beat involving slightly more complex gross motor movement patterns to activity three of the session and often involving visual motor skills and coordination such as mirroring the shape of rhythm sticks on the floor with bodies; and (vi) calming, which includes a series of movements and then stillness accompanied by relaxation music to support physiological entrainment to a calmer state, targeting embodied emotional regulation. After 8 weeks of intervention, the results of the study showed that rhythmic-movement activity had a significantly improved effect on children's self-regulation (Williams et al, 2023). In another study, the researchers conducted a Montessori music movement activity to explore the development of rhythmic ability in 3-6 year old children.…”

Section: Introductionmentioning

confidence: 99%

Influence of rhythmic-movement activity intervention on hot executive function of 5- to 6-year-old children

Wang,

Yang,

Wei

et al. 2024

Front. Psychol.

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Hot Executive Function (hot EF) refers to cognitive process involved in high emotion or motivation, and the operation of this function is related to the activities of the ventromedial prefrontal lobe and orbitofrontal lobe. Meanwhile, rhythmic-movement activity is a musical activity in which one expresses and feels music with one’s own body movements which involves cognitive abilities such as adjusting and understanding emotions among children. To explore how rhythmic-movement activity with rewards influences the development of hot EF in children of 5–6 years old, the organization principles of rhythmic-movement activity with rewards intervention on hot EF were designed, and 62 children of 5–6 years old in a kindergarten in Yantai of China were selected as research participants (M = 5.80 years old, SD = 0.37 years old) for pre-test and post-test experimental design. The experimental group received rhythmic-movement activity with rewards three times a week for 6 weeks, while the control group did not. The gift delay task and the children’s gambling task were used to measure two sub-components of hot EF before and after the intervention, and the results show that rhythmic-movement activity with rewards has a significant effect on gratification delay and affective decision-making ability of children. Finally, the effects and enlightenment of rhythmic-movement activity with rewards on hot EF are discussed.

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Contributions of motor skill development and physical activity to the ontogeny of executive function skills in early childhood

Willoughby,

Hudson

2023

Developmental Review

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Rhythm and movement delivered by teachers supports self-regulation skills of preschool-aged children in disadvantaged communities: A clustered RCT

Cited by 6 publications

References 70 publications

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

Influence of rhythmic-movement activity intervention on hot executive function of 5- to 6-year-old children

Contributions of motor skill development and physical activity to the ontogeny of executive function skills in early childhood

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