The effect of focused instruction on young children’s singing accuracy

2017 ◽  
Vol 46 (4) ◽  
pp. 488-499 ◽  
Author(s):  
Steven Demorest ◽  
Bryan Nichols ◽  
Peter Q. Pfordresher
Keyword(s):  
Young Children ◽  
Skill Development ◽  
Music Instruction ◽  
Control School ◽  
Pitch Matching ◽  
Singing Accuracy ◽  
Early Grades ◽  
Music Specialist ◽  
Experimental Group ◽  
Development Proceeds

The purpose of this study was to test the effect of daily singing instruction on the singing accuracy of young children and whether accuracy differed across four singing tasks. In a pretest-posttest design over seven months we compared the singing accuracy of kindergarteners in a school receiving daily singing instruction from a music specialist to a control school receiving no curricular music instruction. All children completed four singing tasks at the beginning and end of the study: matching single pitches, matching intervals, matching short patterns, and singing a familiar song from memory. We found that both groups showed improvement on the pitch-matching tasks from pretest to posttest, but the experimental group demonstrated significantly more improvement. Performance on the familiar song task did not improve for either group. Students achieved the highest accuracy scores when matching intervals. Regular singing instruction seems to accelerate the development of accurate singing for young children, but the improvement was evident only in the pitch-matching tasks. It is possible that singing skill development proceeds from pitch-matching to the more difficult task of singing a song from memory. If so, this has implications for how we structure singing instruction in the early grades.

Skill development and cognitive approaches to educating young children

1977 ◽  
Vol 15 (2) ◽  
pp. 152-164
Author(s):  
Robert C. Granger ◽  
Barry L. Klein ◽  
Martha S. Abbott ◽  
Brenda M. Galina
Keyword(s):  
Young Children ◽  
Skill Development ◽  
Cognitive Approaches

scholarly journals The Effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Hanan Salam Hassan Alhayawat
Keyword(s):  
English Language ◽  
Skill Development ◽  
Reading Skill ◽  
The Self ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Reading Skill Development ◽  
Experimental Group

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan.                                                                         To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.    

scholarly journals Enhancing Children’s Critical and Inquisitive Skills in Culturally Informed Communities of South Africa

2021 ◽  
Vol 12 (1-2) ◽  
Author(s):  
Bunmi Isaiah Omodan
Keyword(s):  
South Africa ◽  
Critical Thinking ◽  
Young Children ◽  
Participatory Research ◽  
Thematic Analysis ◽  
Sociocultural Theory ◽  
Skill Development ◽  
Young Learners ◽  
Culturally Informed ◽  
Curriculum Restructuring

ABSTRACT Evidence exists that young learners in culturally inclined communities of South Africa lack critical thinking and inquisitive skills. These learners are assumed to be culturally beguiled into believing that it is an abomination to question elders, and those who did so are tagged rabbles. Therefore, this study used the perspectives of community elites to expose the challenges young children/young one’s face in gaining critical and inquisitive skills along with possible solutions. The study is underpinned by Sociocultural Theory within the transformative paradigm. The study was designed using participatory research and unstructured interview to elicit information from the participants. The data collected were analysed using thematic analysis. The study revealed that children/young ones are being demonised as rebels, and stereotyped as uncultured, untrained and disrespectful, hence deprived of skill development. The study recommends organisational advocacy and curriculum restructuring, alongside strong school advocacy and awareness towards children/young ones’ skill development.

Relationship between Lactase Activity and Intestinal Flora Structure

2021 ◽  
Vol 7 (5) ◽  
pp. 3104-3109
Author(s):  
Ying Zhang ◽  
Mingjian Huang ◽  
Jianfeng Chen ◽  
Shuyuan Wang ◽  
Jian Xu
Keyword(s):  
Young Children ◽  
Intestinal Tract ◽  
Lactose Intolerance ◽  
Intestinal Flora ◽  
Control Group ◽  
Lactase Activity ◽  
Beneficial Bacteria ◽  
The Relationship ◽  
Experimental Group ◽  
Infants And Young Children

To analyze and explore the relationship between lactase activity and the structure of intestinal flora in infants under 1 year old. Method: Our hospital selected 60 infants and young children in the Haizhu Maternity and Child Health Hospital from August 2019 to September 2020 as the research objects. The infants in the experimental group were diagnosed as lactose intolerant infants, the control group were normal infants, and the experimental group and control group had 30 cases each. The relationship between lactase activity and intestinal flora structure. Result: The experimental group had fewer beneficial bacteria in the intestinal tract than the control group, but improved lactase activity by correcting the structure of the intestinal flora and alleviating symptoms of lactose intolerance. Conclusion: Infants and young children are prone to non-infectious diarrhea, and the causes are more complicated, but most of them are related to lactose intolerance. When infants and young children develop lactose intolerance, it is necessary to pay attention to the lack of beneficial bacteria in the intestinal tract. Targeted supplementation of probiotics (such as Lactobacillus reuteri, Clostridium butyricum, etc.) can correct the intestinal flora, improve lactase activity, and relieve symptoms of lactose intolerance.

Developing the Singing Voice

2019 ◽  
pp. 213-222
Author(s):  
Rena Upitis
Keyword(s):  
Young Children ◽  
Direct Instruction ◽  
Original Work ◽  
Singing Voice ◽  
Pitch Matching ◽  
Classroom Activities ◽  
Individual Voice ◽  
Musical Context

This chapter discusses how young children can develop their singing voices as part of a community of singers and creative musicians. Teaching singing is approached both through direct instruction and through the compositions that children themselves create. Some of the techniques discussed involve pitch matching in a musical context, including solfège techniques and songs. The importance of voice regulation is also discussed, and several classroom activities involving chants and poetry are described, where children can both learn about voice regulation and create original work. The emphasis throughout is on singing with meaning and on the joys that can come with developing one’s individual voice in a community that sings.

Effect of vocal versus piano doubling on children’s singing accuracy

2020 ◽  
pp. 030573562093675
Author(s):  
Bryan E Nichols
Keyword(s):  
Fourth Grade ◽  
Order Effects ◽  
Strongly Correlated ◽  
Doubling Condition ◽  
Pitch Matching ◽  
Singing Accuracy ◽  
Music Classroom ◽  
Significant Difference

Children’s singing development is an important part of the music classroom, where instruction is often assisted by the teacher’s voice or the piano. However, it is unknown whether children sing more accurately when doubled by another voice or instruments. The purpose of this study was to investigate the effect of doubling timbre on children’s singing accuracy. Third- and fourth-grade children ( N = 61) performed pitch matching and song singing tasks doubled by pre-recorded vocal and piano stimuli, counterbalanced to control for order effects. Performance when doubled by voice and doubled by piano was significantly and strongly correlated, r(59) = .81, p < .001. Children performed more accurately on the vocal doubling condition than the piano ( p = .002) on pitch matching tasks, but there was no significant difference on the song singing task.

Effects of Peer Mediation With Young Children on Autonomous Behavior

2005 ◽  
Vol 5 (2) ◽  
pp. 199-215 ◽  
Author(s):  
Adina Shamir ◽  
Steven B. Silvern
Keyword(s):  
Young Children ◽  
Peer Mediation ◽  
Teaching Style ◽  
First Grade ◽  
Control Group ◽  
Peer Assisted Learning ◽  
Control Groups ◽  
Autonomous Behavior ◽  
Cognitive Modifiability ◽  
Experimental Group

The authors investigated the effect of the Peer Mediation with Young Children (PMYC) program on autonomy behavior of children trained to be mediators and on children mediated by trained peers. Previous findings have revealed higher levels of mediational teaching style and higher cognitive modifiability, a trait we believe to be associated with autonomy. The sample was composed of 40 pupils (20 pairs), randomly assigned to experimental or control groups (10 pairs each). The mediator in each pair was from third grade and the learner from first grade. The experimental children received instruction in the PMYC program, whereas the control children received general preparation for peer-assisted learning. Following the PMYC intervention, both groups participated in a peer-mediation condition. The interactions were videotaped and analyzed by the Observation of Autonomy Behavior Protocol. Experimental group children (mediators and learners) received significantly higher scores on autonomy behavior criteria than did the control group children.

scholarly journals SCAMPER: IMPROVING CREATIVE IMAGINATION OF YOUNG CHILDREN

2019 ◽  
Vol 12 (2) ◽  
pp. 315-326 ◽  
Author(s):  
Aysun Gündoğan
Keyword(s):  
Young Children ◽  
Education Program ◽  
Control Group ◽  
Early Age ◽  
Age Group ◽  
Creative Imagination ◽  
Southwestern Part ◽  
Experimental Group

Young children are accepted to have creativity abilities. Creativity is a feature that needs to be improved. Many techniques are used to improve creativity. SCAMPER (substitute, combine, adjust, modify/magnify/minify, put to other uses, eliminate, reverse/rearrange) is one of the techniques used to improve creativity. The aim of this study is to investigate the effect of SCAMPER in improving creative imagination of 5-year-old children attending kindergarten. For this purpose, 49 children from the age group of 5 year attending a kindergarten in the Southwestern part of Turkey participated in the study. There were an experimental group and a control group in the study. SCAMPER technique was applied to the children in the experimental group. The control group continued to the normal education program. The data were collected by using Test of Creative Imagination (Child Form), which was developed by Aysun Gündoğan in 2019. At the end of the study, it was found that creative imagination levels of the children in the experimental group receiving education with SCAMPER technique increased. Differences among children receiving SCAMPER education were found in the fluency sub-dimension of creativity. The SCAMPER technique was effective in improving the creative imagination. Therefore, techniques and activities that enable the development of creative imagination should be applied to individuals from an early age.

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