Journal Article Review: Emotional Development
Becky Workman L32579834
Department of Education, Liberty University
EDUC 501: Advanced Child Development
Dr. Kathy Keafer
February 6, 2022
Journal Article Review: Emotional Development
Self-regulation is an important emotional development skill affecting academic success. In the article Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms, Williams (2018) describes the importance of self-regulation in early childhood and the effects that music, rhythm and movement can have on self-regulation. This article analyzes intervention studies focused on beat synchronization and self-regulation skills in young children.
Research shows that a focus on self-regulation in early childhood programs can be helpful in preventing gaps in early learning, school transition and childhood well-being (Williams, 2018). The first 5 years of a child’s life is an important period for children to develop the foundational skills for self-regulation as well as brain development (Blair & Raver, 2012 as cited in Williams, 2018). Early childhood teachers play a central role in helping children develop self-regulation skills so they can manage their emotions, thinking and behavior, especially for some children who struggle to maintain attention, experience emotional distress, or display impulsive behaviors (Williams, 2018).
Researchers agree many aspects of learning and development are enhanced by musical training. Williams states “coordinated rhythmic movement activities in preschool are an effective approach to support the neurological bases of self-regulation” (2018). For example, beat synchronization, a core musical skill which is the ability to adapt and maintain a steady beat, has shown implications on support of self-regulation and executive functions in early childhood (William, 2018). Another example is that music engagement enhances relaxation and regulation of emotions. Williams suggests that while formal music training is not feasible for all children, “coordinated rhythmic movement activities in preschool could be an effective and appropriate approach through which to address the neurological bases of self-regulation in early childhood” (Williams, 2018). Williams suggests that many teachers already include music in their curriculum, but music activities could be more specifically designed to stimulate children’s skills in beat synchronization and motor coordination which helps build self-regulation (Williams, 2018). These music experiences should be semi-structured musical play activities where music is viewed as play and enjoyment and children are active participants rather than learning music theory or concepts (Williams, 2018).
The intervention strategies analyzed by Williams included: rhythmic support during mathematics, music and movement games during circle time, structured circle folk dancing, computerized music training, and instrumental music training (Williams, 2018). These strategies all showed significant improvement for children in self-regulation and executive functions. The findings support William’s hypothesis that using music, rhythm and movement in early childhood can improve self-regulatory and executive functions and should be implemented in preschool to prepare children for academic success and close the gap in school readiness among young children.
Classroom Implications
As a result of my life experience in playing the piano and teaching piano lessons, I am a firm believer of the effects that music plays in cognitive and social functions. The implications of this article are robust and can easily be applied in an early childhood classroom. Below are several music, rhythm and movement strategies aimed to support self-regulation that I have implemented or plan to implement in my preschool.
Singing songs with preschoolers (welcome song, transitions, goodbye song, songs that teach concepts or rules, etc.) is an easy way to teach rhythm to young children. I have discovered that my students love the repetition of familiar songs but also enjoy adding new ones to our repertoire.
Including a specific music class 1-2 times a week is another strategy I use in my classroom. During this music class, I introduce instruments, teach songs and rhythm, and encourage movement and dance. At the end of music class, my students rock a baby (stuffed animal) to sleep to the beat of a slow song. This helps children calm down before transitioning into the next activity, and a chance for the teacher to observe their beat synchronization.
Another strategy for teaching rhythm is to clap a rhythm to students and then have them repeat it back. Stomping or snapping can be added for variety also. This activity promotes the ability to adapt to and synchronize to a beat and “may provide a window to developing neurological processes that underpin self-regulation” (Williams, 2018).
Playing relaxing classical music in the mornings as students enter the classroom is another technique I use. The music is calming to children upon arrival and the transition into the classroom. This is especially helpful for students who have separation anxiety and difficulty transitioning in. One bonus is that this music is calming to not just the students but the teacher also.
The use of yoga in classrooms is becoming popular in education. Yoga stories (teacher led story involving students in yoga poses throughout) are an effective way to incorporate yoga with young children and support emotional regulation development. Evidence from the field of exercise physiology supports this notion (Best 2010; Crova et al. 2014 as cited in Williams, 2018).
Preschool teachers who intentionally implement music, rhythm and movement into the classroom will undoubtedly enhance self-regulation and executive function among their students.
References
Williams, K. E. (2018). Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms. International Journal of Early Childhood, 50(1), 85–100. https://doi.org/10.1007/s13158-018-0215-y
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