Musical Play

Marsh, Kathryn; Young, Susan

doi:10.1093/acprof:oso/9780198530329.003.0015

Cited by 51 publications

(65 citation statements)

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“…Some studies have reported that creative movements can increase creativity (Garaigordobil & Berrueco, 2011), improve social skills of preschool children (Lobo & Winsler, 2006;Williams, 1992), improve well-being (Ells et al, 2009;Frazer, & Redding, 2007) and contribute to a healthy balance of preschool children (Gallotta, Baldari, & Guidetti, 2017). Clearly, music and movement facilitated many aspects of children's learning that are helpful in building children's holistic development. Music is also seen to incorporate kinesthetic, auditory and visual elements (Marsh & Young, 2016). Music is the art of sound.…”

Section: Literature Review Music and Movement In Preschool Educationmentioning

confidence: 99%

The Benefits of Music and Movement in Early Mathematics

Samsudin¹,

Bakar²,

Noor³

2019

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Music and movement is one of the element commonly used in the teaching and learning process in preschool. The purpose of this case study is to explore the use of the music and movement element in the teaching of mathematics in preschool. Purposive sampling was used in the qualitative study. Four teachers from four preschools were selected as participants for this study. The results showed that the use of the music and movement element helped attract children's focus and attention, enhance understanding as well as enrich children's emotion and behavior development. The implication of this study is that preschool teachers should vary their teaching approaches by incorporating the use of the music and movement in their mathematics instruction. Consequently, music and movement are seen to be beneficial including help attract children's attention and interest, improve children's understanding and build children's emotional development.

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Section: Literature Review Music and Movement In Preschool Educationmentioning

confidence: 99%

The Benefits of Music and Movement in Early Mathematics

Samsudin¹,

Bakar²,

Noor³

2019

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“…In the literature, musical play is generally defined as an activity in which children voluntarily and independently explore, improvise and create with sound. The role of the teacher is less prominent, acting more as a facilitator, observer or guide (Marsh and Young 2006). Overall, children can benefit from the musical play, as it allows them to learn about music in personally meaningful ways, consistent with their level of development.…”

Section: Music Education In the Early Years: Framing The Issuementioning

confidence: 99%

“…Some observed children's 'free musical play': spontaneous musical behaviours in naturalistic environments such as the schoolyard or other out-of-classroom play spaces (e.g. Campbell 1998;Marsh and Young 2006). In this paper, we focus on research conducted on children's musical play in specific musical environments, i.e.…”

Section: Musical Playmentioning

confidence: 99%

“…spaces equipped with musical instruments, props, recordings, etc. Findings from such research demonstrate that in these encouraging musical environments, children show various forms of musical play: they sing known songs and make up their own (Marsh and Young 2006), using all kinds of vocalisations and language (Huisman Koops 2012). When playing with musical instruments or sound-makers, children can show both exploratory behaviours, and more purposeful soundmaking and patternings, often paired with body actions (Dansereau 2015;Wright 2003).…”

Section: Musical Playmentioning

confidence: 99%

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Dutch early years classroom teachers facilitating and guiding musical play: problems and opportunities

Nieuwmeijer

Marshall

Oers

2019

European Early Childhood Education Research Journal

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Musical play is an activity in which young children more or less freely explore and create with sound with limited guidance from a teacher. This study explored the occurrence of musical play in Dutch early years education (4-5 year olds). Twenty early years classroom teachers were interviewed about the content of the music education taking place in their classroom, and about a possible facilitation and guidance of musical play. Findings showed that ten teachers were unfamiliar with musical play, whilst nine experienced it as too difficult due to limited experience and knowledge. One teacher successfully included musical play, due to additional pre-service training. We argue that musical play may be a valuable addition to early years music education, one that enables young children to learn about music more consistent with their age and interests. Based on our outcomes, we advocate the provision of additional teacher education around facilitating musical play.

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“…Muzikiniai žaidimai reiškia žaidimą su kitais. Mokymasis vienam iš kito, žaidžiant muzikinius žaidimus, vyksta tada, kai vaikai dalijasi muzikinio žaidimo idėjomis, bando derinti savo ritminį judėjimą ir dainavimą su kitais, judesiais perteikia žaidimo veikėjų charakterius, balsu imituoja jų skleidžiamus garsus (Marsh ir Young, 2006). Žaisdami muzikinius žaidimus ir mokydamiesi vienas iš kito vaikai taiko tokius būdus kaip pavyzdžio rodymas, modeliavimas, stebėjimas, nurodymas, barimas, aiškinimas, mokymas, skatinimas, lyginimas ir kt.…”

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Ikimokyklinio amžiaus vaikų mokymasis vienam iš kito, žaidžiant muzikinius žaidimus

Jonilienė¹,

Baltušnikienė²

2019

Pedagogika

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Straipsnyje nagrinėjama ikimokyklinio amžiaus vaikų mokymosi vienam iš kito, žaidžiant muzikinius žaidimus, problema. Vaikų mokymasis vienam iš kito yra neatsiejama ugdymo proceso dalis, vykstanti natūraliai ir apimanti įvairias vaikų ugdymosi sritis, bet dažniausiai yra susijęs su žaidybine veikla. Žaisdami muzikinius žaidimus, vaikai įpranta pamatyti, išgirsti vienas kitą, prakalbinti, pakviesti žaisti, keistis informacija, derinti sumanymus ir veiksmus. Mokymasis vienam iš kito, žaidžiant muzikinius žaidimus, yra svarbus ugdytinių elgesio, emocijų ir gebėjimų formavimuisi, užtikrinantis teigiamų santykių su bendraamžiais palaikymą ir įvairiapusę vaiko raidą. Atliktas empirinis tyrimas padėjo išsiaiškinti, kad vaikai, žaisdami muzikinius žaidimus, mokosi vienas iš kito žaidimo taisyklių, atlikti žaidimo judesius, atkartoti dainelės žodžius, reikiamus garsus, šokti. Mokydamiesi vieni iš kitų vaikai taiko įvairius būdus: parodo, kaip atlikti užduotį, daro kartu, paaiškina žaidimo judesių tinkamą atlikimą, pastebi kito vaiko padarytą klaidą, pasiūlo žaisti kartu, dalijasi savo žiniomis, pasako komplimentą, modeliuoja, stebi, klausia, siekdami išsiaiškinti, prašo kito pagalbos. Vaikai ne tik mokosi vieni iš kitų, bet ir ugdosi socialinius, komunikacinius, meninius, pažintinius, sveikatos saugojimo gebėjimus. Esminiai žodžiai: ikimokyklinio amžiaus vaikai, mokymosi vienam iš kito strategija, muzikiniai žaidimai.

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Musical Play

Cited by 51 publications

References 0 publications

The Benefits of Music and Movement in Early Mathematics

The Benefits of Music and Movement in Early Mathematics

Dutch early years classroom teachers facilitating and guiding musical play: problems and opportunities

Ikimokyklinio amžiaus vaikų mokymasis vienam iš kito, žaidžiant muzikinius žaidimus

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