Early childhood tutors believe in the music power in engaging children. Scientific research supports the use of music instruction and music as a whole to build the literacy skills. There are high-quality experimental studies that are conducted in the classroom with the young children receiving music education. In addition, relevant brain research which focuses on the impact that the music instruction has on theoverall performance of the brain.
The impact of the music instruction and the music on the early literacy and language development for the children in: verbal memory and reading comprehension, listening skills, phonemic and phonological awareness, English language vocabulary, print and writing and awareness, family involvement and the impact on children with disabilities (Kreider, 2002).
The research presents a strong support for music inclusivity and musical instructions in the early childhood classroom, more importantly this recommendation is made for the musical value and the experience itself and because the impact of music and music instructions can present to language development and the early literacy.
The audience in this argumentative essay is the primary and intermediary school teachers who are at the frontline in impacting the lives of the young children. In essence, they affect the literacy levels and the brain cognitive reasoning coupled with the reading comprehension. It has been found out that from the research that the children who participate in the music instructions tend to score higher marks in reading comprehension than the children who do not participate in the musical instructions (D, 2001). Thus, the musical instructions are fundamental in the reading ability of the child and so is their development.
Music development, skills and creativity can be enhanced through a plethora of technologies. In such a context, investigations motivated mainly by association of musical creativity with the social and cognitive children development focus on creative musical. A Meta-analysis of 25 correlation studies some of which involve a sample size of approximately 500,000 students, found a reliable and a strong association between music instruction and the score test of the reading comprehension (Butzlaff, 2000).
The use of music instructions improves the verbal memory. The findings that link the music training to the verbal memory are essential since the verbal memory is important in reading printed words with a better comprehension. As the reading progresses to text and sentence of greater lengths, the verbal memory gives a prerequisite to the child to retain the material in the memory as it is being read so that the syntactic and the semantic analysis that are necessary to comprehension. Verbal memory is imperative in that it assist in children learning how to read. Poor performance in verbal memory is associated with the reading disabilities for the young children.
Recent psychological and brain research shows that music instruction has positive significance on verbal memory. In fact, a study of 90 6-15 years old found that those with aspects of music training had better verbal learning and retention abilities. A follow-up study concluded that the effect were causal where authors associated the cause of the increase in the verbal memory was the changes in the neurochemical changes in the brain of a child who played music. Another study showed that learning to play a musical instrument enhanced the brain ability to remember words. In addition, adults with music training in their childhood have better verbal memory (M & J, 2003). The brain research with 60 adults showed that the musician has enlarged left cranial temporal brain regions is involved in the processing of the information heard. As a result, people who have incorporated music training can remember 17 percent more of the verbal information than those without music training.
Music in children also builds on the listening skills. In fact, learning to listen is a prerequisite to listening to learn in any given entity. Listening is the first language that the children gets and provides the basis upon which for all the aspects of reading and language development. Listening is the large part of school learning, and the students are estimated to spend 50-75 percent of their time listening. Nevertheless, the listening skills are normally not taught since it is thought to be a natural skill which develops automatically. Developing good listening skills requires explicit instruction. Thus, music impacts the listening skills in a way that they become active listeners (Ho & A, 2003). Musical activities in essence are cited by researchers as an essential experience of building listening skills in the classroom. Music training improves and changes the functioning of the brain that is related to listening.
Scientific research enhances music use in the early instruction and also presents evidence on the positive impact of the music instructions on the early literacy skills of the children. Scientists have found out that music instructions has a prerequisite of improving phonemic awareness, vocabulary, and verbal memory leading the scientists to conjecture that the improvement in the functioning of the brain related to these areas are a source of correlation between reading comprehension and the music ability test scores. Evidence supports that the use of music for all children and suggests that music has certain positive impact on children who are learners of English language. Thus, the school implication is that music instruction whilevaluable in liberating the musical artistically prowess of the child, may enhance the language literacy of the child.
D, R. (2001). Effects of Early intervention music curriculum on pre-reading/writing;. Journal of Music Therapy , 239-248.
Ho, C. M., & A, C. (2003). Music Trainng Imporves Verbal but not visual Memory; Crosssectional and Longitudinal exploration in children. Neuropsychology , 439-450.
Kreider. (2002). Getting Parents “ready”: for kindergaten:The role of early childhood educatiob. Amherst MA: Havard Family Research Project.
M, H., & J, W. (2003). Music in the inclusive classroom. Young Children , 103-107.
Richard, & Bernnger. (2007). Abnormal FMRI connectivity in Children with dyslexia during phonem. Journal of Neurollinguistic .
Swaminathan. (2002). Did Sesae street have ir right? Scientific America.
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