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Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self-regulation, and school readiness
Developmental Science, Vol.26(5), pp.1-16
2023
PMID: 36511452
Abstract
The benefits of active music participation and training for cognitive development have been evidenced in multiple studies, with this link leveraged in music therapy approaches with clinical populations. Although music, rhythm, and movement activities are widely integrated into children's play and early education, few studies have systematically translated music therapy-based approaches to a nonclinical population to support early cognitive development. This study reports the follow-up effects of the Rhythm and Movement for Self Regulation (RAMSR) program delivered by generalist preschool teachers in low socioeconomic communities. This randomized control trial (RCT) involved 213 children across eight preschools in disadvantaged communities in Queensland, Australia. The intervention group received 16–20 sessions of RAMSR over 8 weeks, while the control group undertook usual preschool programs. Primary outcome measures included executive function (child assessment of shifting, working memory, and inhibition) and self-regulation (teacher report), with secondary outcomes of school readiness and visual-motor integration. Data were collected pre- and post-intervention, and again 6 months later once children had transitioned into school. Results demonstrated significant intervention effects across the three time points for school readiness (p = 0.038, ηp2 = 0.09), self-regulation (p < 0.001, ηp2 = 0.08), and inhibition (p = 0.002 ηp2 = 0.23). Additionally, the feasibility of building capacity in teachers without any music background to successfully deliver the program was evidenced. These findings are important given that children from low socioeconomic backgrounds are more likely to need support for cognitive development yet have inequitable access to quality music and movement programs.
Research Highlights:
Initial effects of self-regulation from a rhythm and movement program were sustained following transition into school for children from disadvantaged backgrounds.
Delayed effects of inhibition and school readiness from a rhythm and movement program appeared 6 months post-intervention as children entered school.
Generalist teachers can successfully implement a rhythm and movement program, which boosts critical developmental cognitive skills.
Details
- Title
- A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self-regulation, and school readiness
- Authors
- Laura A. Bentley (Corresponding Author) - Queensland University of TechnologyRebecca Eager (Author) - Queensland University of TechnologySally Savage (Author) - Queensland University of TechnologyCathy Nielson (Author) - Queensland University of TechnologySonia L. J. White (Author) - Queensland University of TechnologyKate E. Williams (Author) - Queensland University of Technology
- Publication details
- Developmental Science, Vol.26(5), pp.1-16
- Publisher
- Wiley-Blackwell Publishing Ltd.
- Date published
- 2023
- DOI
- 10.1111/desc.13358
- ISSN
- 1467-7687; 1363-755X
- PMID
- 36511452
- Copyright note
- © 2022 The Authors. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
- Data Availability
- The data that support the findings of this study are openly available in the QUT Research Data Finder at www.researchdatafinder.qut.edu.au.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99989898102621
- Output Type
- Journal article
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- Web Of Science research areas
- Psychology, Developmental
- Psychology, Experimental