Early Childhood Musical Development

2005 ◽  
pp. 113-128 ◽  
Author(s):  
Graham F. Welch
Keyword(s):  
Early Childhood ◽  
Musical Development

The emergence of musical structures in instrumental free play of toddlers

2021 ◽  
Vol 16 (1) ◽  
pp. 7-25 ◽  
Author(s):  
Ilil Keren ◽  
Avi Gilboa ◽  
Veronika Cohen
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Case Studies ◽  
Free Play ◽  
Musical Expression ◽  
Developmental Aspect ◽  
Musical Development ◽  
Musical Structures

The field of children’s free play instrumental musical expression seems to lack a theory on the developmental aspect in toddlerhood. The case studies presented here were part of a larger study aimed at helping to fill that gap. In the present study, five children aged 14‐22 months played freely on a metallophone and a pair of bongos in six sessions over nineteen months. The results exemplify the toddlers’ process of developing the ability to structure well-formed musical ideas, starting with short patterns that gradually grow and using repetition-based structures. The insights can contribute to the fields of early childhood musical development, music education and childcare.

Preparing Music Teachers to Nurture the Musical Growth of Young Children

2019 ◽  
pp. 623-641
Author(s):  
Suzanne L. Burton
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Music Teachers ◽  
Developmentally Appropriate ◽  
Methods Course ◽  
Early Childhood Music ◽  
Musical Development ◽  
Music Methods ◽  
Musical Growth

Preparing preservice music teachers to support the innate musical abilities of young children begins an exciting pedagogical journey at a time when musical development is rapidly progressing. Through a well-designed early childhood music methods course, preservice music teachers can learn how to nurture young children’s musicality through playful and joyful music experiences that are developmentally appropriate. With these points in mind, this chapter features ways in which to construct curriculum for early childhood music methods courses. Topics include characteristics of music development, cultivating a practice grounded in a pedagogy of play and informal guidance, teaching early childhood music in varied contexts, starting and maintaining a business, the role of policy in early childhood music, and professional development. Through a course of this kind, preservice early childhood music teachers will learn how to establish a practice that fosters young children’s musical development.

scholarly journals Musical Development in Early Childhood

2014 ◽  
Vol 146 ◽  
pp. 364-368 ◽  
Author(s):  
Evgenia Volchegorskaya ◽  
Olga Nogina
Keyword(s):  
Early Childhood ◽  
Musical Development

Early Childhood Musical Development

1998 ◽  
Vol 11 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Graham F. Welch
Keyword(s):  
Early Childhood ◽  
Musical Development

scholarly journals Statistical Analysis of Elements of Movement in Musical Expression in Early Childhood Using 3D Motion Capture and Evaluation of Musical Development Degrees Through Machine Learning

2018 ◽  
Vol 8 (3) ◽  
pp. 118 ◽  
Author(s):  
Mina Sano
Keyword(s):  
Machine Learning ◽  
Early Childhood ◽  
Motion Capture ◽  
Multilayer Perceptron ◽  
Confusion Matrix ◽  
Motion Capture Data ◽  
Classification Models ◽  
Musical Expression ◽  
Musical Development ◽  
Significant Difference

This study aims to analyze the developmental characteristics of early childhood musical expressions from aviewpoint of movement elements, and to devise a method to evaluate the development regarding musical expressionin early childhood using machine learning. Previous studies regarding motion capture have shown analysis resultssuch as specific actions and responses to music (Burger et al, 2013). In this study, firstly, ANOVA was attempted onfull-body movements. The author quantitatively analyzed the motion capture data regarding 3-year-old, 4-year-old,and 5-year-old children in the nursery schools (n=84) and kindergartens (n=94) through a three-way non-repeatedANOVA. As a result, a statistically significant difference was observed in movement of body parts. Specifically, righthand movement such as moving distance and the moving average acceleration showed a significance of difference.Secondly, machine learning (decision trees, Sequential Minimum Optimization algorithm (SMO), Support VectorMachine (SVM) and neural network (multilayer perceptron)) was deployed to build classification models forevaluation of degree of musical development classified by educators with simultaneously recorded children’s videowith associated motion capture data. Among varieties of trained classification models, multilayer perceptron obtainedbest results of confusion matrix and showed fair classifying precision and usability to support educators to evaluatechildren’s achievement degree of musical development. As a result of the machine learning of multilayeredperceptron, the movement of the pelvis has a strong relationship with musical development degree. Its classificationaccuracy found consistent to affirm the availability to utilize the model to support educators to evaluate children’sattainment of musical expression.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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