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ERIC Number: EJ920135
Record Type: Journal
Publication Date: 2011
Pages: 31
Abstractor: As Provided
ISSN: ISSN-1040-9289
Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech
Winsler, Adam; Ducenne, Lesley; Koury, Amanda
Early Education and Development, v22 n2 p274-304 2011
Research Findings: Although the role of language and private speech in the development of behavioral self-regulation has been studied, relations between behavioral self-regulation and children's experiences with other symbolic systems, such as music, have not yet been explored. Eighty-nine 3- and 4-year-old children (42 of whom had been enrolled in Kindermusik music and movement classes, and 47 demographically similar children who had not experienced structured early childhood music classes) completed a battery of laboratory self-regulation tasks and a selective attention task during which their private speech was reliably transcribed and categorized. Children currently enrolled in Kindermusik classes showed better self-regulation than those who were not currently enrolled (d = 0.41), and they also used more relevant private speech during the selective attention task (d = 0.57), a verbal strategy that was positively related to performance. Children exposed to the music program were also more likely to engage in the facilitative strategy of singing/humming to themselves during a waiting period in which they had to inhibit their desire to examine a gift, and they were less likely to call out socially to the experimenter, a strategy negatively associated with performance and self-regulation. Practice or Policy: Implications for early childhood education are discussed. (Contains 4 tables and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A