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

    Habegger, L. (2010). Number concept and rhythmic response in early childhood. Music Education Research, 12(3), 269-280. doi: 10.1080/14613808.2010.504810

    Based on observations that young children can “accurately repeat a certain number of sounds [and that number] increases depending on [their] age and musical experience” (p. 272), the researcher investigated the possible similarities between numeracy development and the development of rhythmic performance.  Of primary interest was the extent to which “the limits of working memory and the development of the categorization process (p. 272)” might affect children’s rhythmic responses.  

    The researcher took into account four common features of rhythmic skill development as represented in the music educational approaches of Dalcroze, Kodály, Orff, and Gordon:

    • Rhythmic patterns correspond to the beat.
    • In general, these patterns [contain] up to four elements.

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