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Barnett, Elise Braun – NAMTA Journal, 1999
Discusses principles of Montessori music education, examining the fundamental characteristics of childhood and the role that music plays in development. Explores the inner satisfaction that comes from experiencing movement with music through compositions and folk music. Emphasizes the Montessori practices of meeting sensorimotor needs of children…
Descriptors: Child Development, Creative Development, Creativity, Montessori Method
Boswell, Jacquelyn, Ed. – 1985
Proceedings of the 1984 Music in Early Childhood Conference held at Brigham Young University are presented in this document. Part I contains keynote addresses; Parts II through IV, respectively, consist of reports by research teams, synopses of workshops, and abstracts of research sessions. Keynote speakers addressed a broad scope of issues…
Descriptors: Child Development, Early Childhood Education, Listening, Music Education
Brownrigg, Carolyn – 1978
The purpose of this Child Development Associate (CDA) training module is to help the CDA intern increase musical experiences in his or her classroom. Objectives are presented along with suggested activities for achieving each objective, and an assessment checklist. Also provided is a study guide emphasizing the values of musical activities in the…
Descriptors: Child Caregivers, Competency Based Teacher Education, Creative Activities, Early Childhood Education
Weikart, Phyllis S.; Carlton, Elizabeth B. – 1995
The eight chapters in this book explain a teaching model to help students develop their kinesthetic intelligence through purposeful movement education. The major focus is the kindergarten through third grade child, but because in movement one can be a "beginner" at any age, movement experiences of both older and younger learners are occasionally…
Descriptors: Active Learning, Body Image, Classroom Observation Techniques, Elementary Education
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Matthews, Douglas R; Ubbes, Valerie A; Freysinger, Valeria J – Journal of Early Childhood Research, 2016
Rhythm has been found to enhance not only biological functioning (e.g. balance, timing and coordination), but also to facilitate learning across sociocultural contexts. That is, rhythm may be a method of supporting child development and well-being. Hence, to the extent that children are not exposed to or engaged with rhythm, their development or…
Descriptors: Teaching Methods, Qualitative Research, Phenomenology, Elementary School Teachers
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Heimann, Hope – Music Educators Journal, 1977
Through simple and pleasurable movement experiences a very young child can be led to an understanding of the intricate craft of music and the signs and symbols of the music "language", while developing at the same time an increasing appreciation and perception of music as an artistic expression. (Author)
Descriptors: Child Development, Concept Formation, Illustrations, Learning Experience
Carlton, Elizabeth B.; Weikart, Phyllis S. – 1994
This book focuses on how teachers can guide children to acquire ownership of musical concepts through their personal construction of knowledge. It is intended for teachers of grades K-3, music educators, and preservice teachers. The book contends that music and movement are important to the development of the whole child and can be integrated…
Descriptors: Active Learning, Cultural Activities, Fine Arts, Motor Development
Andress, Barbara – 1980
This book presents a program of music experiences for young children (3-5-year-olds) which focuses on an experiential discovery approach to music, rather than on imposing ideas and a repertoire on the child. Early sections of the book discuss the importance of the child-centered music program, its process and characteristics, and the role of the…
Descriptors: Dance, Discovery Learning, Early Childhood Education, Educational Environment
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Heaton, Pamela; Allen, Rory; Williams, Kerry; Cummins, Omar; Happe, Francesca – British Journal of Developmental Psychology, 2008
Children with autism experience difficulties in understanding social affective cues, and it has been suggested that such deficits will generalize to music. In order to investigate this proposal, typically developing individuals and children with autism and Down syndrome were compared on tasks measuring perception of affective and movement states…
Descriptors: Evidence, Cues, Mental Age, Music
Holahan, John M. – 1984
Using the analogy of language syntax, this paper describes the development of music syntax in children ages 5 months to 5 years. It is suggested that music syntax enables the child to comprehend familiar and unfamiliar music and to reproduce familiar music and create novel music. Observations were made in a day care center and a nursery school of…
Descriptors: Auditory Perception, Concept Formation, Infants, Music
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Gardner-Neblett, Nicole; Holochwost, Steven J.; Gallagher, Kathleen Cranley; Iruka, Iheoma U.; Odom, Samuel L.; Pungello, Elizabeth P. – Society for Research on Educational Effectiveness, 2016
Rapid development of sustained attention occurs during infancy and toddlerhood, as neurological maturation allows children to increasingly attend to objects and events in the environment (Ruff & Rothbart, 1996). Play experiences during this period can serve as a context during which children's ability to attend can provide an opportunity for…
Descriptors: Attention, Play, Infants, Toddlers
Warner, Laverne – Texas Child Care, 1999
Asserts that music is an important part of child development, but music experiences in preschool are often haphazard. Provides suggestions for developing music activities, including: using singing as program basis; choosing easy to sing music; understanding the relationship between music and creativity; slowly introducing movement experiences;…
Descriptors: Child Caregivers, Child Development, Creativity, Curriculum Development
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Vlismas, Wendy; Bowes, Jennifer – Early Child Development and Care, 1999
Examined impact of a 5-week music/movement program involving relaxation, kinesics, singing, visual contact, and tactile stimulation on first-time mothers' use of music and movement with their infants. Found that the program extended mothers' use of relaxation to music and rhythmical movement with their infants but not the use of song and massage…
Descriptors: Comparative Analysis, Infants, Mothers, Movement Education
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Levinowitz, Lili M. – General Music Today, 1998
Surveys some of the research in music education that validates the inclusion of music for its own sake in models for early childhood learning. Focuses on topics that include, but are not limited to, child and vocal development, the importance of movement for children, and adult involvement in music education. (CMK)
Descriptors: Applied Music, Child Development, Early Childhood Education, Educational Research
Lerner, Claire; Ciervo, Lynette A. – 2002
This pamphlet for parents describes the important influences of music on the cognitive development of infants and toddlers under the age of three years. The pamphlet focuses on three aspects of music: (1) bonding with one's child through music; (2) learning through melodies and movement; and (3) the music-creativity connection. For each aspect,…
Descriptors: Attachment Behavior, Cognitive Development, Creativity, Developmental Stages
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