Communication Sciences & Disorders
Effects of Structured Music and Play on Social Behavior and Executive Function
Document Type
Poster Presentation
Location
Indianapolis, IN
Subject Area
Communication & Media Studies
Start Date
13-4-2018 2:30 PM
End Date
13-4-2018 4:00 PM
Sponsor
Tonya Bergeson-Dana (Butler University)
Description
Previous studies have shown that infants and toddlers who participate in active music classes improve musical and linguistic skills, and show more "helping" behaviors than children who do not participate in such classes. Moreover, other studies have shown that toddlers and preschoolers learn information more easily in conditions involving play as opposed to other types of pedagogical settings. The purpose of the current study is to determine the frequency of executive function and social and musical behaviors that occur during a typical class for toddlers that includes a focus on both play and music. This study records and follows over time the executive function and social and musical behaviors in infants and toddlers. Specific behaviors recorded are mirroring, “helping” actions, prompted starting and stopping of actions, and non-vegetative vocalizing. The results are expected to show that more frequent participation in an active music class correlates to increased rates of acquiring musical and social skills. The frequency data from this study will inform future studies of play and music on infants’ and toddlers' executive function, social, and musical development.
Effects of Structured Music and Play on Social Behavior and Executive Function
Indianapolis, IN
Previous studies have shown that infants and toddlers who participate in active music classes improve musical and linguistic skills, and show more "helping" behaviors than children who do not participate in such classes. Moreover, other studies have shown that toddlers and preschoolers learn information more easily in conditions involving play as opposed to other types of pedagogical settings. The purpose of the current study is to determine the frequency of executive function and social and musical behaviors that occur during a typical class for toddlers that includes a focus on both play and music. This study records and follows over time the executive function and social and musical behaviors in infants and toddlers. Specific behaviors recorded are mirroring, “helping” actions, prompted starting and stopping of actions, and non-vegetative vocalizing. The results are expected to show that more frequent participation in an active music class correlates to increased rates of acquiring musical and social skills. The frequency data from this study will inform future studies of play and music on infants’ and toddlers' executive function, social, and musical development.