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

Kate E. Williams

doi:10.1007/s13158-018-0215-y

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

Journal article

Peer reviewed

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

Kate E. Williams

International Journal of Early Childhood, Vol.50, pp.85-100

2018

DOI: https://doi.org/10.1007/s13158-018-0215-y

Abstract

self-regulation

music

rhythm

executive function

movement

early childhood

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.

Details

Title: Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms
Authors: Kate E. Williams (Corresponding Author) - Queensland University of Technology
Publication details: International Journal of Early Childhood, Vol.50, pp.85-100
Publisher: Springer Dordrecht
DOI: 10.1007/s13158-018-0215-y
ISSN: 1878-4658
Organisation Unit: School of Education and Tertiary Access
Language: English
Record Identifier: 99990896702621
Output Type: Journal article