Perspectives: A Publication of the early Childhood Music and Movement Association

Perspectives: A Publication of the early Childhood Music and Movement Association


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Journal of the Early Childhood Music & Movement Association, established to provide a network of communication, encourage teacher development, and advocate education of parents, classroom teachers and administrators.

 

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  • Research Within Reach

    Author Angela Barker

    Slater, J., Tierney, A., & Kraus, N. (2014). Correction: At-risk elementary school children with one year of classroom music instruction are better at keeping a beat. PLoS ONE, 9(1): 10.1371/annotation/b6182e63-7d3d-42d7-9624-65c2ce771ae4. doi: 10.1371/annotation/b6182e63-7d3d-42d7-9624-65c2ce771ae4

    Working on the premise that temporal processing supports music and language skills, the researchers developed this study to examine “the relationship between classroom music instruction and beat-keeping abilities in young children, at an age when both rhythm and literacy skills are emerging” (¶ 1). Slater et al. used a finger-tapping paradigm to test the timekeeping abilities in 60 children between the ages of 6 and 9. The training group (n=29) received a year of music instruction delivered through a community-based program not affiliated with any public school system; whereas, the control group (n=31) did not receive any music instruction. None of the children in the study had had prior music training.

    Results of the study…

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