Exploring the Effects of a Musical Play Intervention on Young Children's Self-Regulation and Metacognition

Autor/inn/en	Zachariou, Antonia; Bonneville-Roussy, Arielle; Hargreaves, David; Neokleous, Rania
Titel	Exploring the Effects of a Musical Play Intervention on Young Children's Self-Regulation and Metacognition
Quelle	In: Metacognition and Learning, 18 (2023) 3, S.983-1012 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zachariou, Antonia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-023-09342-1
Schlagwörter	Self Management; Metacognition; Music; Play; Child Development; Young Children; Program Effectiveness + Suchen Sie Ihr Suchwort? Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Musik; Spiel; Kindesentwicklung; Frühe Kindheit
Abstract	Self-regulation and metacognition are important for lifelong functioning and can be strengthened with intervention at a young age. Research proposes that musical play enables self-regulatory development, but lacks rigorous approaches to investigate whether a causal relationship between the two exists. We introduced a musical play intervention in a real-world classroom, and examined its impact on self-regulation and metacognition. We adopted a quasi-experimental, pre-test and post-test control-group design, with 98 children aged 6. The intervention group (N = 45) participated in 13 musical play sessions, while the control group (N = 53) had 13 music lessons following the usual music curriculum. Children's self-regulation and metacognition, including metacognitive knowledge, metacognitive regulation and emotional/motivational regulation, was assessed before and after the intervention through three validated instruments: a) an observational assessment of children's self-regulation and metacognition while completing a task, b) a metacognitive knowledge interview following the task, and c) a teacher-reported assessment of self-regulation and metacognition. The results were equivocal: according to the teacher ratings, the intervention group's self-regulation and metacognition improved significantly more than controls following the intervention, but this result was not corroborated by assessment of children's self-regulation on task. Despite this, from the three areas of self-regulation and metacognition, there was a statistically significant improvement in metacognitive knowledge in the intervention group compared to controls, a result indicated by the teacher-reported assessment and by the metacognitive knowledge interview, which revealed a significant effect on children's metacognitive knowledge of strategies. This study can further the discussions on the use of different methodological approaches when exploring self-regulation, and can inform policy and practice in relation to music and play in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01