Music and Language Development in Early Childhood: Integrating Past Research in the Two Domains

Chen‐Hafteck, Lily

doi:10.1080/0300443971300109

Cited by 39 publications

(21 citation statements)

References 24 publications

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“…Furthermore, researchers have found evidence of grouping processes such as repeating the same utterance in infancy for both music and language. Both musical and spoken phrases are perceptual units for infants, and their perception is based on larger units such as pitch contour and rhythmic structure (Hafteck, 1997). This perceptual phenomenon is found in egocentric speech and spontaneous songs of infants.…”

Section: Mcmullen and Saffranmentioning

confidence: 97%

“…In particular, early perception of sound seems to involve common processes across music and language (Hafteck, 1997;McMullen & Saffrain, 2004;Michel & Jones, 1992). Furthermore, researchers have found evidence of grouping processes such as repeating the same utterance in infancy for both music and language.…”

Section: Mcmullen and Saffranmentioning

confidence: 99%

“…This perceptual phenomenon is found in egocentric speech and spontaneous songs of infants. Furthermore, pitch-contour processing is an important perceptual organizational device for infants not only for processing musical sequences, but also for speech sequences, especially the prosodic aspects of speech (Hafteck, 1997;Trehub & Trainor, 1993).…”

Section: Mcmullen and Saffranmentioning

confidence: 99%

“…During the early stages of development, when music and speech are highly integrated, the closer link between the two domains should be encouraged (Hafteck, 1997). From the perspective of young listeners, who must learn about each system of music and speech before discovering its communicative intent, the similarities between music and speech perceptions may be heightened.…”

Section: Mcmullen and Saffranmentioning

confidence: 99%

“…Some researchers have suggested that the positive effect of music stimuli on speech/language improvement might be attributed to the perception and production of patterns in both music and speech (Hafteck, 1997;Nelson, Anderson & Gonzales, 1984).…”

Section: The Effect Of Music On Speech and Language In Children With Asdmentioning

confidence: 99%

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Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Lim

2010

Journal of Music Therapy

110

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of a dissertation at the University of Miami.Dissertation supervised by Professor Shannon de l'Etoile. No. of pages in text. (172) Children with Autism Spectrum Disorders demonstrate deficits in speech and language, with the most outstanding speech impairments being in comprehension, semantics, prosody, and pragmatics. Perception and production of music and speech in children with ASD appear to follow the same principles of Gestalt pattern perceptual organization. In addition, common neuroanatomical structures and similar patterns of cortical activation mediate the perception and production of speech and music. Therefore, the purpose of this study was to explore how the perception of musical stimuli would impact the perception and production of speech and language in children with ASD. The study examined the effect of developmental speech-language training through music on the speech production of children with ASD. The participants were 50 children with ASD, age range 3 to 5 years, who had previously been evaluated on standard tests of language and level of functioning. The children completed the pre-test, six sessions of training, and the post-test. The pre-and post-tests consisted of the Verbal Production Evaluation Scale (VPES) and measured each participant's verbal production including semantics, phonology, pragmatics, and prosody, of 36 target words. Eighteen participants completed music training, in which they watched a music video containing six songs and pictures of the 36 target words. Another group of eighteen participants completed speech training, in which they watched a speech video containing six stories and pictures of target words. Fourteen participants were randomly assigned to a no-training condition.Results of the study showed that participants in both music and speech training significantly increased their scores on the VPES from the pre-test to the post-test. Both music and speech training were effective for enhancing participants' speech production including semantics, phonology, pragmatics, and prosody. Participants who received music training made greater progress on speech production than participants who received the speech training; however, the difference was not statistically significant.Results of the study also indicated that the level of speech production was influenced by the level of functioning in children with ASD. An interaction between level of functioning and training conditions on speech production approached significance. The results indicate that both high and low functioning participants improved their speech production after receiving either music or speech training; however, low functioning participants showed a greater improvement in speech production after the music training than after the speech training. Collectively, music training was more effective for speech production in low functioning children with ASD than was speech training. The study suggests that the superior performance in speech production in children with ASD who received music training mi...

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Section: Mcmullen and Saffranmentioning

confidence: 97%

Section: Mcmullen and Saffranmentioning

confidence: 99%

Section: Mcmullen and Saffranmentioning

confidence: 99%

Section: Mcmullen and Saffranmentioning

confidence: 99%

Section: The Effect Of Music On Speech and Language In Children With Asdmentioning

confidence: 99%

See 3 more Smart Citations

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Lim

2010

Journal of Music Therapy

110

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Emergence of the Distinction Between “Verbal” and “Musical” in Early Childhood Development

Nikolsky

2020

The Origins of Language Revisited

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Vowels—Sonic Gems of Emotion for Social Communication: Practical Singing Strategies for Non-musician Teachers with Developmentally Diverse Young Children

Weeks

2014

Early Childhood Educ J

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Communicative and social capacities are known to be of primary developmental importance to all children and often present a particular difficulty for children with neurodevelopmental disorders. A recurring challenge for teachers is achieving effective communication with children who span developmental diversity (e.g. inclusive settings or those with a range of special needs) while using practical strategies that feel manageable to the teachers themselves. Music, a powerful affective medium, is appealing to all children and has the inherent flexibility to reach differing individuals. Thus, it is especially valuable for children with autism and other special needs. However, teachers without musical training may miss a great deal of music's potential benefits. The author describes an affective singing technique that, while grounded in vocal practice and music theory, uses an overt focus upon vowels-vowels being known conveyors of emotion in sounded communication. This natural port of entry offers non-musician teachers a simple and accessible way to incorporate live singing into daily activities that opens space for two-way affective communication, a crucial component of social development. Key concepts in this paper are elucidated by childhood instructional and play scenarios and graphics. The discussion is supported by published behavioral and imaging research.

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Music and Language Development in Early Childhood: Integrating Past Research in the Two Domains

Cited by 39 publications

References 24 publications

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Emergence of the Distinction Between “Verbal” and “Musical” in Early Childhood Development

Vowels—Sonic Gems of Emotion for Social Communication: Practical Singing Strategies for Non-musician Teachers with Developmentally Diverse Young Children

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