Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms

Autor/in	Williams, Kate E.
Titel	Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms
Quelle	In: International Journal of Early Childhood, 50 (2018) 1, S.85-100 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Kate E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-018-0215-y
Schlagwörter	Self Control; Metacognition; Social Adjustment; Music Education; Neurological Organization; Educational Benefits; Early Childhood Education; Motor Development; Auditory Perception; Child Development; Emotional Development; Interpersonal Relationship; Learning Activities; Movement Education + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Soziale Anpassung; Musikerziehung; Bildungsertrag; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Motorische Entwicklung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Kindesentwicklung; Gefühlsbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernaktivität; Bewegungsbildung
Abstract	Differences in early self-regulation skills contribute to disparities in success in early learning and school transition, as well as in childhood well-being. Self-regulation refers to managing emotional, cognitive, and behavioral processes that are conducive to positive adjustment and social relationships. Researchers have identified that various domains of learning and development are enhanced by musical training, and understanding about the neurological processes responsible for such effects is increasing. This paper argues that coordinated rhythmic movement activities in preschool are an effective approach to support the neurological bases of self-regulation. Evidence and theory related to beat synchronization, cognitive benefits of formal music training, and music therapy for clinical populations are discussed to argue that musical activities could be better leveraged in early childhood education. The paper concludes that preschool activities designed to stimulate beat synchronization and motor coordination skills and embedded in group activities can enhance young children's motor, auditory, and self-regulatory functioning. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01