In this issue of Perspectives, we focus on unique, yet successful, ways by which educators, researchers, and college students are effectively supporting young children’s development and well-being through music and movement.
In their article, “Music Therapy Intervention with Young Children with Autism: Contributions of Sociocultural Theory,” researchers / psychologists Timothy Jones and Kathleen Harrill discuss their work with young children who are diagnosed with autism spectrum disorders (ASDs). Having developed a unique program that blends music therapy intervention techniques with elements of sociocultural psychology, Jones and Harrill summarily outline the theoretical and research-based goals of their approach, discuss its practical applications, and offer insights regarding how the use of sociocultural-based strategies in music therapy for children with ASD’s can impact the profession.
Janet Tschida, Assistant Professor of Music and Piano Pedagogy at Maranatha Baptist Bible College (MBBC) in Watertown, Wisconsin, reports on a new program available to universities and colleges through which students can complete ECMMA Level 1 Certification within the curriculum of their pre-service teacher training in music. Through interviews with students involved in the ECMMA certification program at MBBC, Tschida highlights the extraordinary professional and educational benefits that such an opportunity can provide students before and after the completion of their degree programs.
From time to time, we feature a time-worthy article from the Perspectives archives. David Frego, a distinguished researcher and professor of music at University of Texas at San Antonio, is well known as a master teacher / expert in Dalcroze Eurhythmics. In his article, Temps Perdu: Dalcroze Eurhythmics in Music Education and Therapy, Frego introduces us to the basic goals of Dalcroze and discusses its kinesthetic, cognitive, and emotional benefits to the performing and therapeutic arts.
Our Notable Notes contributor in this issue is Margaret Kelly, Director of and music teacher for St. Peter Lutheran Nursery School in Hopewell Township, New Jersey. Drawing from her training and experience as an early childhood educator / administrator, Kelly shares relevant, practical advice about how teachers and parents can help young children develop coping skills, such as self-regulation and impulse control, through music and movement activities.
Jan Boner reviews a new book authored by Alice M. Hammel and Ryan M. Hourigan, titled Teaching Music to Students with Special Needs: A Label-Free Approach. In their book, Hammel and Hourigan discuss the philosophy that any child with special needs deserves label-free, learner-centered instruction in music. Boner provides an excellent overview of the research and practical issues examined by the authors.
Diana Dansereau reviews a recent study by François Delalande and Silvia Cornara who investigated young children’s exploration of musical sound sources. Using data collected over a three-year period from preschools in northern Italy, the researchers discovered interesting insights on children’s musical behaviors and the contexts in which those behaviors occur.
Finally, if you’ve ever considered submitting a research study or research-based article to Perspectives, thought about writing a Notable Notes column, or wanted to review a research-based book relevant to early childhood music and movement education, I encourage you to contact me at email@example.com. I’ll be happy to send information or answer your questions. The guidelines for submitting manuscripts for publication in Perspectives are available in every issue, in both print and online formats.
Angela Barker, PhD