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Rhythm and Movement for Self- Regulation (RAMSR) intervention for preschool self- regulation development in disadvantaged communities409.34 kB
Published VersionCC BY-NC V4.0, Open Access
Journal article
Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol
BMJ Open, Vol.10, pp.1-11
2020
PMCID: PMC7488808
PMID: 32928851
Abstract
Introduction:
Self-regulation (the ability to regulate emotion, attention, cognition and behaviour) is an integral part of early learning competence in the years prior to school. Self-regulation skills are critical to ongoing learning behaviours, achievement and well-being. Emerging neurological evidence suggests coordinated music and movement participation could support self-regulation development for all children. A pilot study in 2016 introduced a coordinated music and movement programme designed to boost self-regulation skills in children in disadvantaged communities, delivered by visiting specialists, with promising findings. The intervention is based on the neuroscience of beat synchronisation, rhythmic entrainment and the cognitive benefits of music therapy and music education—and is called Rhythm and Movement for Self-Regulation (RAMSR). This study builds on the pilot by training regular teachers to deliver RAMSR in their classrooms (rather than visiting specialists). The study aims to establish the effectiveness of RAMSR, which is designed to translate the cognitive benefits that accrue from rhythm participation to address self-regulation for children who do not typically access high-quality music programmes.
Methods and analysis:
We will recruit 237 children from up to eight kindergartens in low socioeconomic areas. Intervention: teachers will be trained to deliver the RAMSR intervention during group time in kindergartens, daily for 8 weeks. Control: usual practice kindergarten programme. Follow-up: end of intervention using child assessments and teacher report; 12 months postbaseline using school teacher reports following school transition. Primary outcomes: executive function and self-regulation. Secondary outcomes: school readiness; visual-motor integration; teacher-reported behaviour problems, school transition and academic competency; teacher knowledge, confidence, practice and attitudes related to self-regulation, rhythm and movement; fidelity of intervention implementation.
Details
- Title
- Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol
- Authors
- Kate E Williams (Corresponding Author) - Queensland University of TechnologySally Savage (Author) - Queensland University of TechnologyRebecca Eager (Author) - Queensland University of Technology
- Publication details
- BMJ Open, Vol.10, pp.1-11
- Publisher
- BMJ Group
- Date published
- 2020
- DOI
- 10.1136/bmjopen-2019-036392
- ISSN
- 2044-6055
- PMID
- 32928851; PMC7488808
- Copyright note
- © Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. http://creativecommons.org/licenses/by-nc/4.0/ This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99989897102621
- Output Type
- Journal article
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- Psychology, Developmental
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