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An Investigation Into The Effects Of An Ausubelian Approach To The Instruction Of Musical Concepts To Three And Four Year Old Children
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Book Synopsis An Investigation Into the Effects of an Ausubelian Approach to the Instruction of Musical Concepts to Three and Four Year Old Children by : Ann Eckhart Johnson
Download or read book An Investigation Into the Effects of an Ausubelian Approach to the Instruction of Musical Concepts to Three and Four Year Old Children written by Ann Eckhart Johnson and published by . This book was released on 1995 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1995 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Southeastern Journal of Music Education by :
Download or read book Southeastern Journal of Music Education written by and published by . This book was released on 2000 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1994 with total page 800 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Development of Musical Concepts in Young Children by : Roger Buckton
Download or read book The Development of Musical Concepts in Young Children written by Roger Buckton and published by . This book was released on 1981 with total page 600 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning from Young Children by : Suzanne L. Burton
Download or read book Learning from Young Children written by Suzanne L. Burton and published by R&L Education. This book was released on 2011-08-16 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: In early childhood, the most important period of learning and human development, young children often achieve developmental milestones in a short time. Learning from Young Children: Research in Early Childhood Music presents research on the importance of fostering musical growth during this period. These studies discuss: · applying brain research to young children's musical growth · music in the home and child-care contexts · musical characteristics of the young child · language acquisition as a lens on music learning · music as a foundation for communication · parental conceptions of the role of music in early childhood · music as a pathway for building community · using music to elicit vocalizations in children with special needs With research designs ranging from statistical, mixed methods, survey, content analysis, and case study, to philosophical inquiry, this book will help practitioners base their practice in research and offers a wide range of information for scholars and researchers studying early childhood music learning and development.
Book Synopsis A Music Learning Theory for Newborn and Young Children by : Edwin Gordon
Download or read book A Music Learning Theory for Newborn and Young Children written by Edwin Gordon and published by GIA Publications. This book was released on 1990 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Training Upon the Musical Performance of Three- and Four-year-old Children by : Janet Learned
Download or read book The Effect of Training Upon the Musical Performance of Three- and Four-year-old Children written by Janet Learned and published by . This book was released on 1936 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring the Development of Mathematics Patterning Skills and Concepts in Young Children who Experience Integrated Music and Math Lessons by : Carolyn Eve Wade
Download or read book Exploring the Development of Mathematics Patterning Skills and Concepts in Young Children who Experience Integrated Music and Math Lessons written by Carolyn Eve Wade and published by . This book was released on 2011 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Wade, Carolyn. "Exploring the Development of Mathematics Patterning Skills and Concepts in Young Children Who Experience Integrated Music and Math Lessons" unpublished Doctor of Education Dissertation, University of Houston, August 2011. Abstract: Research touting the positive effects of music instruction on mathematical ability is abundant. Specifically, studies have shown a causal link between listening to music and spatial temporal reasoning (Rauscher, 1994), receiving music lessons and spatial-task performance (Hetland, 2000), and music instruction and spatial cognitive abilities (Costa-Giomi, 1999). This growing body of research presents a platform upon which future studies may stand. While studies have shown the positive effects of music education on mathematics ability for students of varying ages, the result of early mathematics and music education is beneficial (Bryant-Jones, Shimmins, &Vega, 2000). In addition, many studies focus solely on the effect of music on spatial-temporal reasoning or spatial task performance. Therefore, the proposed study explores how mathematics patterning skills and concepts develop when pre-kindergarteners experience mathematics and music lessons. Since both mathematics and music present pattern generation within their learning outcomes and standards, this connection will be part of the proposed exploration. Support for combining separate disciplines comes not only from Rauscher's studies, but also from national organizations such as NAEYC, NCTM, and MENC that promote integrated and developmentally appropriate curriculum. The research question for the study was: How are mathematics patterning skills and concepts developed when young children experience integrated mathematics and music lessons? The participants were 11 pre-kindergarteners, aged four and five, who enrolled in pre-kindergarten at a private preschool in a suburb of a major metropolitan city. The children were taught 8, 20 minute mathematics and music lessons for two weeks. Using qualitative methods, data was collected using four "windows of observation" (adapted from Clements and Sarama, 2009) and provided a comprehensive analysis of pre-kindergarteners patterning abilities. These four windows included: performance tasks from thePerformance Task- Pattern Path Assessment, focused observation, video-taping, and metacognitive fieldnotes. The researcher analyzed the Performance Task Pattern Path Assessment by color coding the developmental levels of the children. The remaining three sets of recorded data were analyzed by highlighting and coding recurring themes in the data collected. Commonalities and points of interest among the data were examined and discussed according to themes generated. The researcher found that Child 1 and Child 3 showed no change from the pretest to the posttest (both easily completed the color and shape pattern tasks and Child 3 also correctly completed the rhythmic pattern tasks). Child 2, Child 4, and Child 5, did have a change from the pretest to the posttest. All three demonstrated change in the same categories. Each had a change in the "Pattern Fixer", "Pattern Extender", and "Pattern Unit Recognizer" sections. Child 2 also showed a change in the "Numeric Patterner" section. The researcher also found that during the music and math lessons, each of the 5 children created a color and shape pattern-ABABA and AABBAABB-and read the patterns in rhythm. Additionally, each of the children (with the exception of Child 4) created a unique pattern during the lessons. The 7 themes generated from the observation before the lessons, metacognitive fieldnotes, and video-tape recording of the lessons included, "The children have a natural interest in music". The Use of Instruments as Non-Musical Toys Before Music and Math Lessons", "The Children's Natural Interest in Music was Piqued During Music and Math Lessons", "Non-Pattern Sounds Created by the Children", "Pattern making with color and shape", "Reading patterns in rhythm with one-to-one correspondence", "Unique pattern making".
Book Synopsis Musical Abilities of Three-year-old Children by : Beverly R. Bletstein
Download or read book Musical Abilities of Three-year-old Children written by Beverly R. Bletstein and published by . This book was released on 1983 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Rhythmic Music Activities Upon Language Acquisition with Four-year-old Children by : Joseph Craig Raisner
Download or read book The Effect of Rhythmic Music Activities Upon Language Acquisition with Four-year-old Children written by Joseph Craig Raisner and published by . This book was released on 2002 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate whether the introduction of rhythmic music activities would increase the mean length of utterance (MLU) scores in language acquisition in four-year-old children. Forty-nine four-year-old children enrolled in five private pre-school centers in the Harrisburg, Pennsylvania metropolitan area served as the subjects. PRE-LAS (Duncan & DeAvila, 1987) was administered to each subject as a pre-test and again as a post-test to determine a current MLU score. PRE-LAS is a test designed to measure expressive and receptive language abilities in the areas of morphology, syntax, and semantics through subscales. PRE-LAS was selected for use in this study primarily because it was the only assessment tool designed for four-year-old children that measured MLU's. Audie (Gordon, 1989) was also administered as a pre-test and used to form two groups, control and experimental, by comparing the mean scores obtained. Subjects assigned to the experimental group were visited once a week for 12 weeks and received rhythmic chant instruction. After the intervention the rhythm sub-test of Audie and the entire PRE-LAS were administered as a post-test. A repeated measures analysis of variance technique was used to examine the differences between the experimental and control groups. Mean scores obtained from a parental survey were compared with the Audie R (rhythm) and Audie M (melody) pre-test scores to determine if a positive correlation existed prior to the intervention. Pearson correlation coefficients were calculated to determine the relationships between music aptitude as indicated on the Audie R pre- and post-test and the scores obtained on the pre- and post-test PRE-LAS . The results of this study indicate that rhythmic music activities appear to assist four-year-old children in the language acquisition process. The data reveal a high relationship between PRE-LAS post-test and Audie R post-test (p = .05) supporting an important relationship between rhythmic music activities and the number of morphemes used in the language of four-year-old children. A significant correlation also exists between the Audie R pre-test and PRE-LAS post-test (p = .05) with high scores coming into the study. These factors indicate that rhythm and morpheme abilities are not only highly related but the relationship strengthens with instruction. The data from this study appear to support that rhythmic music activities, specifically rhythmic movements and chants, increase the four-year-old child's mean length of utterance (MLU). In order to facilitate greater gains in language acquisition, the preschool educator and parent should provide rhythmic music opportunities, both planned and unplanned.
Book Synopsis A Case Study of the Musical Abilities of Three- and Four-year-old Children by : Sharon Marguerite Lenz
Download or read book A Case Study of the Musical Abilities of Three- and Four-year-old Children written by Sharon Marguerite Lenz and published by . This book was released on 1978 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Investigation of Gender's Role in Three and Four Year Old Children's Musical Play by : KariJo O'Keefe
Download or read book An Investigation of Gender's Role in Three and Four Year Old Children's Musical Play written by KariJo O'Keefe and published by . This book was released on 2013 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Descriptive Study of the Musical Abilities of Three- and Four-year Old Children by : Elizabeth Ann Bedsole
Download or read book A Descriptive Study of the Musical Abilities of Three- and Four-year Old Children written by Elizabeth Ann Bedsole and published by . This book was released on 1987 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Music on Comprehensive of Basic Concept Vocabulary Acquisition in Children with Receptive Language Impairments by : Melody Milford
Download or read book The Effect of Music on Comprehensive of Basic Concept Vocabulary Acquisition in Children with Receptive Language Impairments written by Melody Milford and published by . This book was released on 2019 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers have suggested a correlation between music and language development. Music can be used to engage children, foster communication and self-regulation, and enhance overall learning experiences. Music can also increase listening comprehension, expressive language, attention, and recall. The present investigation focused on the acquisition of spatial concepts, which helps children understand directions clearly and allows them to express their ideas to others. These concepts are also predictors for later success in math and reading. Research suggests that children with language delays who exhibit weaknesses in receptive vocabulary have difficulty learning new words and comprehending oral and written information. The purpose of the investigation was to determine whether the use of music would increase the receptive vocabulary of spatial concepts in children with moderate to severe receptive language impairment compared with a non-music intervention. Visual analysis included assessing the level, trend, and stability of data within and between conditions, determining the slope and percentage of non-overlapping data (PND), and use of the two standard deviation band method. The investigation include three participants ranging from ages 5.6 to 6.0 years old with receptive language impairments. Two concepts were targeted in the investigation: in front and behind. An A-B single-subject experimental design was used to determine whether music improved the acquisition of spatial vocabulary, specifically for the concept: behind compared with non-music conditions. The participants completed ten, 30-minute sessions over a 4-week period. Visual analysis of the music intervention data revealed overall improved performance in comprehension of the spatial concept: behind. All of the participants demonstrated positive changes from pre-test to post-test scores on the concept behind. Intervention data from two participants demonstrated positive therapeutic results. These findings demontrated that implementing musical activities to address spatial concept vocabulary for young children with receptive language impairments may be beneficial in improving vocabulary skills. Further exploration is needed in the use of evidence-based music intervention for treating young children with language delays specific to basic concepts. Explicit, evidence-based strategies are essential for children to expand vocabulary repertoire for academic success.
Book Synopsis Adults and Young Children as Music Co-Researchers by : Heather Dawn Waters
Download or read book Adults and Young Children as Music Co-Researchers written by Heather Dawn Waters and published by . This book was released on 2015 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research continued a line of inquiry previously established at Project P.L.A.Y. School, a play-based, Reggio-Emilia-inspired preschool in Elkins Park, Pennsylvania, the purpose of which was to explore what can happen when young children and adults co-construct music in a social, relationship- and play-based environment. Three questions initially guided this study: 1) How does musical content emerge? 2) How is music play developed in this setting? 3) How do children and their teachers story their music experiences? Using narrative and heuristic approaches to inquiry, I, along with my co-researchers, highlighted ways to make children's musical learning audible and visible. Having been a member of this community in the dual role of musical play partner and researcher since fall of 2012, I framed this dissertation study to encompass the weeks of September 16 through December 18, 2014. During that time frame, I increased my visits from once to twice weekly, with fourteen children aged 2.5 through 5 years old, five of whom I knew from the previous year, and five other adults. As both a play partner and researcher, I continued my role as music facilitator who views young children as competent and capable co-music researchers. Amidst other stories, I increased focus as I continued a pedagogy of close listening to children as music co-researchers. Living alongside each other at Project P.L.A.Y. School, children and adults generated and collected shared musical stories. Data sources for this study included audio and video recordings, photographs, artifacts such as artwork and musical notation, and my research notes and journal. I continued using narrative and heuristic approaches to inquiry, and restoried narrative vignettes highlighting children and adults as music co-researchers. From the resulting grand narrative, I found that shifting lenses and all adults mindfully viewing these young children as competent music researchers facilitated and supported children's creative, multimodal expressions of their research interests. Viewing children's and adults' interactions through the lens of co-music researchers lead to abundant, creative musical expression from children and adults alike. Musical content emerged when adults and children interacted as music co-researchers and protagonists in their shared stories. This inquiry generated the following additional questions: 1) How can adults best facilitate young children's musical research interests? 2) How can adults and young children make their collaborative research audible and visible? Implications from this study include encouraging all adults to adopt a pedagogy of listening, to notice and value children's creative musical expressions, and to value children's musical lines of inquiry as researchers.
Book Synopsis Learning, Creating, and Using Knowledge by : Joseph D. Novak
Download or read book Learning, Creating, and Using Knowledge written by Joseph D. Novak and published by Routledge. This book was released on 2010-02-02 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
