Effects of a musical interventions program on the language of toddlers
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/4243 |
Resumo: | n child development, language has a key role as it impacts cognitive processes, socialization and other factors that make up the development of children up to five years of age. The literature presents studies that demonstrate that exposure to music, whether through music education or music therapy, can support the development of different abilities related to the use of language.The purpose of this study was to verify whether a musical intervention program alters the language skills of toddlers. The study included 13 26-month-old (average) children attending a daycare center in a city in the center of São Paulo. A continuous evaluation design was used. The children were evaluated by the Denver II and Operationalized Portage Inventory (OPI) (language and cognition areas). They were exposed to 12 sessions of musical intervention lasting 30 minutes each, being reassessed by the OPI after the intervention. There was an increase in children´s performance in the cognition area by 38% and in the language area by 22%. The musical intervention program carried out contributed to stimulate the language development of the participants, making it possible to state that children from 24 months can benefit from regular participation in directive music activities with regard to language performance. |
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Effects of a musical interventions program on the language of toddlersEfectos de un programa de intervenciones musicales en el lenguaje de los niños muy pequeñosEfeitos de um programa de intervenção musical na linguagem de crianças bem pequenaslinguagemcogniçãomúsicacrecheeducação especiallanguagecognitionmusicnurseryspecial educationlenguajecogniciònmúsicaguarderíaeducación especialn child development, language has a key role as it impacts cognitive processes, socialization and other factors that make up the development of children up to five years of age. The literature presents studies that demonstrate that exposure to music, whether through music education or music therapy, can support the development of different abilities related to the use of language.The purpose of this study was to verify whether a musical intervention program alters the language skills of toddlers. The study included 13 26-month-old (average) children attending a daycare center in a city in the center of São Paulo. A continuous evaluation design was used. The children were evaluated by the Denver II and Operationalized Portage Inventory (OPI) (language and cognition areas). They were exposed to 12 sessions of musical intervention lasting 30 minutes each, being reassessed by the OPI after the intervention. There was an increase in children´s performance in the cognition area by 38% and in the language area by 22%. The musical intervention program carried out contributed to stimulate the language development of the participants, making it possible to state that children from 24 months can benefit from regular participation in directive music activities with regard to language performance.En el desarrollo infantil, el lenguaje tiene un papel fundamental ya que impacta en los procesos cognitivos, la socialización y otros factores que componen el desarrollo de los niños hasta los cinco años de edad. La literatura presenta estudios que demuestran que la exposición a la música, ya sea a través de la educación musical o la musicoterapia, puede apoyar el desarrollo de diferentes habilidades relacionadas con el uso del lenguaje. El objetivo de este estudio fue verificar si un programa de intervención musical altera el desempeño lingüístico de niños muy pequeños. El estudio incluyó a 13 niños de 26 meses (promedio) que asistían a una guardería en una ciudad del interior de São Paulo. Se utilizó un diseño de evaluación continua. Los niños fueron evaluados por Denver II y Inventario Portage Operacionalizado (IPO) (áreas de lenguaje y cognición). Fueron expuestos a 12 sesiones de intervención musical de 30 minutos cada una, siendo reevaluados por la IPO tras la intervención. Hubo un aumento en el rendimiento de los niños en el área cognitiva del 38% y en el área del lenguaje del 22%. El programa de intervención musical realizado contribuyó a estimular el desarrollo del lenguaje de los participantes, permitiendo afirmar que los niños a partir de los 24 meses pueden beneficiarse de la participación regular en actividades musicales dirigidas en lo que respecta a la adquisición del lenguaje.No desenvolvimento infantil a linguagem tem um papel fundamental por impactar nos processos cognitivos, na socialização e outros fatores que compõem o desenvolvimento das crianças até os cinco anos de idade. A literatura apresenta estudos que demonstram que a exposição à música, seja pela educação musical, seja pela musicoterapia pode oferecer suporte ao desenvolvimento de diferentes capacidades relacionadas ao uso da linguagem. O objetivo deste estudo foi verificar se um programa de intervenção musical altera o desempenho em linguagem de crianças bem pequenas. Participaram do estudo 13 crianças de 26 meses de idade (média) frequentadoras de uma creche de uma cidade do interior de São Paulo. Utilizou-se um delineamento de avaliação contínua. As crianças foram avaliadas pelo Denver II e Inventário Portage Operacionalizado (IPO) (áreas de linguagem e cognição). Elas foram expostas a 12 sessões de intervenção musical com duração de 30 minutos cada, sendo reavaliadas pelo IPO após a intervenção. Houve incremento no desempenho das crianças na área de cognição de 38% e na área de linguagem de 22%. O programa de intervenção musical realizado contribuiu para estimular o desenvolvimento da linguagem dos participantes, sendo possível afirmar que crianças a partir de 24 meses podem beneficiar-se com a participação regular em atividades musicais dirigidas no que se refere ao desempenho em linguagemSciELO PreprintsSciELO PreprintsSciELO Preprints2022-06-20info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/424310.1590/SciELOPreprints.4243porhttps://preprints.scielo.org/index.php/scielo/article/view/4243/8043Copyright (c) 2022 Josiane Fernanda Covre, Ana Lúcia Rossito Aiello, Maria Stella de Alcantara Gilhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCovre, Josiane FernandaAiello, Ana Lúcia RossitoGil, Maria Stella de Alcantarareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-06-08T12:47:12Zoai:ops.preprints.scielo.org:preprint/4243Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-06-08T12:47:12SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
Effects of a musical interventions program on the language of toddlers Efectos de un programa de intervenciones musicales en el lenguaje de los niños muy pequeños Efeitos de um programa de intervenção musical na linguagem de crianças bem pequenas |
title |
Effects of a musical interventions program on the language of toddlers |
spellingShingle |
Effects of a musical interventions program on the language of toddlers Covre, Josiane Fernanda linguagem cognição música creche educação especial language cognition music nursery special education lenguaje cogniciòn música guardería educación especial |
title_short |
Effects of a musical interventions program on the language of toddlers |
title_full |
Effects of a musical interventions program on the language of toddlers |
title_fullStr |
Effects of a musical interventions program on the language of toddlers |
title_full_unstemmed |
Effects of a musical interventions program on the language of toddlers |
title_sort |
Effects of a musical interventions program on the language of toddlers |
author |
Covre, Josiane Fernanda |
author_facet |
Covre, Josiane Fernanda Aiello, Ana Lúcia Rossito Gil, Maria Stella de Alcantara |
author_role |
author |
author2 |
Aiello, Ana Lúcia Rossito Gil, Maria Stella de Alcantara |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Covre, Josiane Fernanda Aiello, Ana Lúcia Rossito Gil, Maria Stella de Alcantara |
dc.subject.por.fl_str_mv |
linguagem cognição música creche educação especial language cognition music nursery special education lenguaje cogniciòn música guardería educación especial |
topic |
linguagem cognição música creche educação especial language cognition music nursery special education lenguaje cogniciòn música guardería educación especial |
description |
n child development, language has a key role as it impacts cognitive processes, socialization and other factors that make up the development of children up to five years of age. The literature presents studies that demonstrate that exposure to music, whether through music education or music therapy, can support the development of different abilities related to the use of language.The purpose of this study was to verify whether a musical intervention program alters the language skills of toddlers. The study included 13 26-month-old (average) children attending a daycare center in a city in the center of São Paulo. A continuous evaluation design was used. The children were evaluated by the Denver II and Operationalized Portage Inventory (OPI) (language and cognition areas). They were exposed to 12 sessions of musical intervention lasting 30 minutes each, being reassessed by the OPI after the intervention. There was an increase in children´s performance in the cognition area by 38% and in the language area by 22%. The musical intervention program carried out contributed to stimulate the language development of the participants, making it possible to state that children from 24 months can benefit from regular participation in directive music activities with regard to language performance. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/4243 10.1590/SciELOPreprints.4243 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/4243 |
identifier_str_mv |
10.1590/SciELOPreprints.4243 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/4243/8043 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Josiane Fernanda Covre, Ana Lúcia Rossito Aiello, Maria Stella de Alcantara Gil https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Josiane Fernanda Covre, Ana Lúcia Rossito Aiello, Maria Stella de Alcantara Gil https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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