Hostname: page-component-848d4c4894-wg55d Total loading time: 0 Render date: 2024-04-30T12:29:50.883Z Has data issue: false hasContentIssue false
  • English
  • Français

Evaluation of the Early Childhood Music Education project’s influence on the development of 3- to 5-year-old children in Andalusia, Spain

Published online by Cambridge University Press:  21 April 2022

Joseph Thapa  and
José A. Rodríguez-Quiles
Joseph Thapa*
Affiliation:
Fundación Barenboim-Said, Patio de Banderas 14, Sevilla, Spain
José A. Rodríguez-Quiles
Affiliation:
University of Granada, Facultad de Ciencias de la Educación, Campus de Cartuja, s/n, Granada, Spain
*
Corresponding author. Email: joseph.thapa@juntadeandalucia.es
Get access Rights & Permissions [Opens in a new window]

Abstract

In 2005, the Barenboim-Said Foundation launched the Early Childhood Music Education project in Andalusia (Spain) to promote music education for young children. Ten years later, an initial study was performed to evaluate the influence of the project on the development of the participating children. The results of this study form part of a broader ongoing research project, in collaboration with the University of Seville, aimed at investigating the influence of the Early Childhood Music Education project on general aspects of child development. This study has a quasi-experimental design, framed in Gardner’s Theory of Multiple Intelligences, consisting of an experimental and a control group (n = 1101) and the administration of a questionnaire, adapted to measure and compare means between the two groups, as the sole measurement tool. The results, analysed using an independent samples t-test for the comparison of means and Cohen’s d effect size, reveal statistically significant differences in the means of the dimensions of the experimental and control groups. This confirms the hypothesis that the Early Childhood Music Education project has a positive impact on the different dimensions, in accordance with Gardner’s Theory of Multiple Intelligences.

Keywords

Early Childhood Music Educationeducation through musicmultiple intelligencesinfluence of musicBarenboim-Said foundation
Type
Article
Information
British Journal of Music Education , Volume 40 , Issue 1 , March 2023 , pp. 96 - 108
Check for updates
Copyright
© The Author(s), 2022. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ÁLVAREZ-DARDET, S. M., GARCÍA, M. V. H., ROJAS, Á. A., LARA, B. L., GARCÍA, L. J. & HIDALGO, J. S. (2012). La escala para la evaluación de la calidad del vecindario (ECAVE): Proceso de elaboración y análisis preliminares de sus propiedades psicométricas. Revista Latinoamericana de Psicología, 44(3), 133–148.Google Scholar
ARMSTRONG, T. (2009). Multiple Intelligences in the Classroom (3rd ed.). Alexandria, VA: ASCD.Google Scholar
BARENBOIM, D. & CHEAH, E. (2009). Music Quickens Time. London: Verso.Google Scholar
BARENBOIM, D. & KAHL, R. (2006). Die Entdeckung der frühen jahre. die Initiative Mckinsey bildet. Zur frühkindlichen Bildung. Archiv der Zukunft. Weinheim: Beltz.Google Scholar
BARENBOIM, D. & SAID, E. W. (2002). Parallels and Paradoxes: Explorations in Music and Society. New York, NY: Vintage Books Google Scholar
BARNETT, S. M. & CECI, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637.CrossRefGoogle Scholar
BASTIAN, H. G. (2000). Musik (Erziehung) und ihre Wirkung. Eine Langzeitstudie an Berliner Grundschulen. Mainz: Schott.Google Scholar
BENZ, S., SELLARO, R., HOMMEL, B. & COLZATO, L. S. (2016). Music makes the world go round: The impact of musical training on non-musical cognitive functions. A review. Frontiers in Psychology, 6, 2023.CrossRefGoogle ScholarPubMed
BIASUTTI, M. & CONCINA, E. (2013). Music education and transfer of learning. Journal of Communications Research, 5(3), 397–413 Google Scholar
BLASCO-MAGRANER, J. S., BERNABE-VALERO, G., MARÍN-LIÉBANA, P. & MORET-TATAY, C. (2021). Effects of the educational use of music on 3- to 12-year-old children’s emotional development: A systematic review. International Journal of Environmental Research and Public Health, 8, 3668.CrossRefGoogle Scholar
CAMPAYO–MUÑOZ, E. Á. & CABEDO–MAS, A. (2017). The role of emotional skills in music education. British Journal of Music Education, 34, 243–258.CrossRefGoogle Scholar
COHEN, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Erlbaum.Google Scholar
COOPER, P. K. (2020). It’s all in your head: A meta-analysis on the effects of music training on cognitive measures in schoolchildren. International Journal of Music Education, 38(3), 321–336.CrossRefGoogle Scholar
DE LA CRUZ, M. V. (2009). AEI: Aptitudes en Educación Infantil: Preescolar 2. Madrid: Tea.Google Scholar
DOERNE, A. (2010). Musik Bildet. Der Musikkinderkarten Berlin - Ein Modell. Wiesbaden: Breitkopf & Härtel Google Scholar
DUMONT, E., SYURINA, E. V., FERON, F. J. & VAN HOOREN, S. (2017). Music interventions and child development: A critical review and further directions. Frontiers in Psychology, 8, 1694.CrossRefGoogle ScholarPubMed
GARDNER, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Basic Books.Google Scholar
GARDNER, H. (1998). Is musical intelligence special? The Choral Journal, 38(8), 23–34.Google Scholar
GARDNER, H. E. (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. London: Hachette UK.Google Scholar
GIBSON, J. J. (2014). The Ecological Approach to Visual Perception: Classic Edition (2nd ed.). New York, NY: Psychology Press.CrossRefGoogle Scholar
GORDON, R., FEHD, H. M. & MCCANDLISS, B. D. (2015). Does music training enhance literacy skills? A meta-analysis. Frontiers in Psychology, 6, 1777.CrossRefGoogle ScholarPubMed
HALLAM, S. (2015). The Power of Music: A Research Synthesis of the Impact of Actively Making Music on the Intellectual, Social and Personal Development of Children and Young People. London: International Music Education Research Centre (iMerc).Google Scholar
HARVEY, R. D. & KENT, A. H. (2018). Static group design. In Frey, B. B. (ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 1617–1618). Thousand Oaks, CA: Sage Publications.Google Scholar
HO, Y., CHEUNG, M. & CHAN, A. (2003). Music training improves verbal but not visual memory: Cross-sectional and longitudinal explorations in children. Neuropsychology, 17, 439–450.CrossRefGoogle Scholar
ILARI, B. (2016). Music in the early years: Pathways into the social world. Research Studies in Music Education, 38(1), 23–39.CrossRefGoogle Scholar
INCOGNITO, O., SCACCIONI, L. & PINTO, G. (2021). The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers. International Journal of Music Education, 40, 90–104.CrossRefGoogle Scholar
JASCHKE, A. C. (2019). Is music a luxury: What we know – and do not know – about the neurocognitive and behavioral effects of music education [Doctoral Dissertation, Vrije Universiteit Amsterdam]. https://research.vu.nl/en/publications/is-music-a-luxury-what-we-know-and-do-not-know-about-the-neurocog.Google Scholar
JASCHKE, A. C., EGGERMONT, L. H. P., HONING, H. & SCHERDER, E. J. A. (2013). Music education and its effect on intellectual abilities in children: A systematic review. Reviews in the Neurosciences, 24(6), 665–675.CrossRefGoogle ScholarPubMed
LENHARD, W. & LENHARD, A. (2016). Calculation of effect sizes. https://www.psychometrica.de/effect_size.html.Google Scholar
MEHR, S. A., SCHACHNER, A., KATZ, R. C. & SPELKE, E. S. (2013). Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment. PLoS ONE, 8(12), e82007.CrossRefGoogle ScholarPubMed
ÖZTÜRK, E. & CAN, A. A. (2020). The effect of music education on the social values of preschool children. Cypriot Journal of Educational Science, 15(5), 1053–1064.CrossRefGoogle Scholar
RAUSCHER, F. H., SHAW, G. L. & KY, C. N. (1993). Music and spatial task performance. Nature, 365(6447), 611.CrossRefGoogle ScholarPubMed
RAUSCHER, F. H., SPYCHIGER, M., LAMONT, A., MILLS, J., WATERS, A. J. & GRUHN, W. (1998). Responses to Katie overy’s paper,” can music really’improve’the mind?” Psychology of Music, 26(2), 197–210.CrossRefGoogle Scholar
SALA, G. & GOBET, F. (2017). Does far transfer exist? Negative evidence from chess, music, and working memory training. Current Directions in Psychological Science, 26(6), 515–520.CrossRefGoogle ScholarPubMed
SALA, G. & GOBET, F. (2020). Cognitive and academic benefits of music training with children: A multilevel meta-analysis. Memory & Cognition, 48(8), 1429–1441.CrossRefGoogle ScholarPubMed
SAWILOWSKY, S. S. (2009). New effect size rules of thumb. Journal of Modern Applied Statistical Methods, 8(2), 597–599.CrossRefGoogle Scholar
SCHELLENBERG, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511–514.CrossRefGoogle ScholarPubMed
SHEARER, C. B. & KARANIAN, J. M. (2017). The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? Trends in Neuroscience and Education, 6, 211–223.CrossRefGoogle Scholar
SOLIVERES, R., GIRÁLDEZ-HAYES, A. & PAREJO, J. (2021). Opera in primary education for the development of social and emotional skills: A case study from Mexico City. British Journal of Music Education, 38, 234–248.CrossRefGoogle Scholar
SWAMINATHAN, S. & SCHELLENBERG, E. G. (2016). Music training. In Strobach, T. & Karbach, J. (eds.), Cognitive Training: An Overview of Features and Applications (pp. 137–144). Switzerland: Springer International Publishing AG.CrossRefGoogle Scholar
TAN-LEI SHEK, D. & WU, J. (2018). Quasi-experimental designs. In Frey, B. B. (ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 1353–1356). Thousand Oaks, CA: Sage Publications.Google Scholar
VARNER, E. (2020). General music learning is also social and emotional learning. General Music Today, 33(2), 74–78.CrossRefGoogle Scholar
WEBER, E. W., SPYCHIGER, M. & PATRY, J.-L. (1993). Musik macht Schule: Biografie und Ergebnisse eines Schulversuchs mit erweitertem Musikunterricht. Essen: Verlag Die Blaue Eule.Google Scholar
YANKO, M. & YAP, P. (2020). A symbiotic link between music, movement, and social emotional learning: Mindful learning in early learners. LEARNing Landscapes, 13(1), 249–264.CrossRefGoogle Scholar