The effects of Orff-based attention-enhancing music education programme on impulsive preschool children’s cognitive tempo

Kayili, Gökhan; Kuşçu, Özden

doi:10.1080/03004430.2018.1475367

Cited by 7 publications

(2 citation statements)

References 12 publications

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“…However, today, attention is considered to be a brain activity based on the interaction of perceptual, cognitive, and motor behaviors, as opposed to conceptualization of the attention aiming to explain memory or learning processes (Kieling, Roman, Doyle, Hutz, & Rohde, 2006;Spaulding, Plante & Vance, 2008). Programs with such a broad concept of attention aim to support preschool children's various skills such as attention (Gözüm & Kandır, 2019), language (Gözalan & Koçak, 2014), thinking skills (Seçer & Kaymak-Özmen, 2015) and cognitive tempo (Kayılı & Kuşçu, 2018).…”

Section: Discussionmentioning

confidence: 99%

Investigation of the relationship between attention skills and science process skills in children regarding external elements

Güven

Yılmaz

2020

İlköğretim Online

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In this research, it is aimed to examine the relationship between the attention skills of children regarding auditory and visual elements and their science process skills. In addition, these skills were examined in terms of gender and socio-economic level variables. The research is designed in survey model and the study group is consisted of randomly selected 156 children aged 60-72 months attending preschool education institutions in the 2018-2019 academic year in Istanbul. Four data collection tools as Demographic Information Form, Preschool Science Process Skills Scale for 60-72 Months Old Children, Listening Test and Concentration Test for 5-Year-Old Children were used in the research. As the result of the research, it is found a positive significant relationship between the visual and auditory attention skills of the preschool children and science process skills. It was found that the science process skills and auditory attention skills of preschool children did not differ significantly with gender. However, visual attention skills differed with gender of the children and this difference was in favor of the girls. Additionally, attention skills and scientific process skills differed with socio-economic level of the children and this difference was in favor of the upper socio-economic level.

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Section: Discussionmentioning

confidence: 99%

Investigation of the relationship between attention skills and science process skills in children regarding external elements

Güven

Yılmaz

2020

İlköğretim Online

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“…Participants used their bodies, space and some simple percussion instruments (e.g., djembes) as tools to study the basic elements of music, which was the basis of Karl Orff's Schulwerk educational approach in the 1930s (Orff, 1963). These fundamentally "body-centered" teaching methods expand the possible sensory inputs of learning to include the sense of touch, sense of balance and spatial perception (Kayili & Kuşcu, 2020).…”

Section: Statistical Analysesmentioning

confidence: 99%

Rhythm and Reading: Connecting the Training of Musical Rhythm to the Development of Literacy Skills

Ahokas,

Saarikallio,

Welch

et al. 2024

Early Childhood Educ J

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This study investigated whether enhanced rhythm training improves literacy development and working memory performance in pupils in the first and second year of school. According to recent literature, we hypothesized that rhythm-focused training could be effective for children with reading difficulties. Pupils aged 6 to 8 years participated in the study, implemented as part of regular school music lessons. Children were divided into an experimental group that received enhanced rhythm training and a control group that received an equivalent amount of music instruction but without enhanced rhythm training. The intervention was delivered once a week for three months (13 lessons in total). The test battery included pre- and post-measures (0 and 3 months, respectively) with literacy and working memory assessment, and follow-ups (8 and 20 months) with literacy assessment. There was no statistically significant difference between the groups in literacy skills after training. However, there was a moderate improvement in working memory performance for the experimental, but not the comparison group. In a post hoc analysis, we found an effect in a subgroup of lower starting-level readers, as the increase in literacy development of these students was statistically significant in the experimental, but not in the comparison group.

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Modern technology-enabled approaches in preschool music education

Yiting

Sonquan

2022

Interactive Learning Environments

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The effects of Orff-based attention-enhancing music education programme on impulsive preschool children’s cognitive tempo

Cited by 7 publications

References 12 publications

Investigation of the relationship between attention skills and science process skills in children regarding external elements

Investigation of the relationship between attention skills and science process skills in children regarding external elements

Rhythm and Reading: Connecting the Training of Musical Rhythm to the Development of Literacy Skills

Modern technology-enabled approaches in preschool music education

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