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Music and Movement Pilot Study: Preliminary Results

Investigating the impact of an intensive music curriculum on children's cognitive growth and self-regulation. The study compared an intensive music program with a conventional music class to explore enhanced learning outcomes. Preliminary results show positive gains in verbal comprehension, sound blending, and self-regulation skills.

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Music and Movement Pilot Study: Preliminary Results

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  1. Music and Movement Pilot Study:Preliminary Results Kelly A. Parkes, Ph.D. Isabel S. Bradburn, Ph.D. CDCLR Parent Meeting 1.13.10

  2. Objectives • Teach validated music curriculum to CDCLR teachers and children • Assess feasibility of teachers learning and using curriculum • Replicate cognitive gains with more advantaged preschool sample • Explore self-regulation gains

  3. Study Features • Sixteen weeks music curriculum • 4-5 times per week • Initial session modeled by Dr. Parkes • Subsequent sessions teacher-led • Learning melody, rhythms, pitch, cadence, tone and sequenced words • Folding squares, accompanying movement, stick or bell rhythm • Start-stop irregular sequences

  4. Comparison Group • Twice a week group music lessons • Seasonal themes • Focus on singing, some movement • Led by Certified Music Instructor

  5. Conceptual Model Intensive Music = Accelerated Growth Cognitive Growth CDCLR Intensive Music Program Auditory Cognitive Self-Regulation Comparison “Music As Usual” Self-Regulation Development BASELINE CURRICULUM OUTCOMES

  6. Hypothesis 1: Children in the Intensive Music condition may show more growth in auditory and language than the Music As Usual group, relative to themselves at baseline

  7. Hypothesis 2: Children in the Intensive Music condition will show greater gains in self-regulation than the comparison group, particularly in motor tasks.

  8. Tasks • Cognitive • Verbal Comprehension (4 subtests) • Visual – Auditory Learning • Sound Blending • Incomplete Words Woodcock-Johnson Cognitive Tests – Ed.3

  9. Tasks • Self-Regulation • Day/Night (cognitive inhibitory control) • Tapping (gross motor inhibitory control) • Walk the Line (motor inhibitory control and activation – flexibility) • Block Tower (turn-taking) • Snack Delay (delay of gratification)

  10. Sample • 3, 4 & 5 year olds (mean age = 48 m) • CDCLR: Girls = 16 Boys = 11 • Comparison school: Girls = 8 Boys = 5

  11. Preliminary Results All children showed growth in • Verbal Comprehension • Sound Blending • Inhibitory Control Tapping Turn Taking Slowing walking speed

  12. Preliminary Results • Children in the IM condition made greater gains relative to themselves: Cognitive: Visual-Auditory Learning (F = 3.018, p = .093) Self-regulation: Turn taking (F = 3.317, p = .08)

  13. Preliminary Results Hypothesis 1: Weak support – cognitive gains appear to be relative to differences in baseline Hypothesis 2: Partial support - IM favored One area of self-regulation

  14. Number of Cooperative Turns Number of Cooperative Turns Time1 Time 2 Improvements in Self-Regulation for the Intensive Music Condition Number of Cooperative Turns at Two Time Periods Number of Cooperative Turns 1

  15. Caveats • Visual-Auditory Learning “catch up” • May change with age • Attrition • A few children participated minimally • Comparison group had music all year

  16. THANK YOU • Parents • Teachers • Children • Kim Day, who collected much of the data

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