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Music, engagement, and early literac...

Vaiouli, Potheini.

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Music, engagement, and early literacy in inclusive early childhood settings.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Music, engagement, and early literacy in inclusive early childhood settings./
作者:	Vaiouli, Potheini.
面頁冊數:	231 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621924
ISBN:	9781303934049

Music, engagement, and early literacy in inclusive early childhood settings.
Vaiouli, Potheini.

Music, engagement, and early literacy in inclusive early childhood settings. - 231 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2014.

This research study explored a model for embedding music in the early childhood curriculum as an effective instructional tool that can support young children's active engagement and early literacy. Current literature in early childhood highlights the importance of offering engaging learning experiences to young children through child-centered, developmentally appropriate practices that can address all children's academic growth. In the current study, music activities followed a developmental continuum to promote all children's learning and to support all children (including those with identified disabilities or at-risk for developing learning disabilities) to actively engage with peers and adults in the room.

ISBN: 9781303934049Subjects--Topical Terms:

518817
Early childhood education.

Music, engagement, and early literacy in inclusive early childhood settings.
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245 1 0 $a Music, engagement, and early literacy in inclusive early childhood settings.
300 $a 231 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Hannag Schertz.
502 $a Thesis (Ph.D.)--Indiana University, 2014.
520 $a This research study explored a model for embedding music in the early childhood curriculum as an effective instructional tool that can support young children's active engagement and early literacy. Current literature in early childhood highlights the importance of offering engaging learning experiences to young children through child-centered, developmentally appropriate practices that can address all children's academic growth. In the current study, music activities followed a developmental continuum to promote all children's learning and to support all children (including those with identified disabilities or at-risk for developing learning disabilities) to actively engage with peers and adults in the room.
520 $a A mixed method study (quasi-experimental and case study) evaluated the effects of the music intervention model. Children were assessed on a battery of standardized and observational measures on their levels of engagement and their early literacy skills. A qualitative analysis of the findings complemented the quantitative outcome data by capturing the teacher's perspectives on the use of music as a teaching tool in her classroom and illustrating the impact of the intervention on children identified with disabilities.
520 $a The results were promising in regards to the intentional use of music as a tool to promote children's engagement and early literacy. Music activities promoted all children's learning but particularly supported children with disabilities to actively engage in the daily classroom routines and benefit from the extended participation during them. Of critical importance was the ongoing, participatory partnership that developed between the researcher and the teacher, which allowed the teacher to successfully take ownership of the intervention and be intentional in implementing a variety of developmentally appropriate and contextually relevant music activities throughout the school day. Such intentional instruction was especially important for children identified with special needs and/or at risk for developing learning disabilities. Findings provide support for the for curriculum design to promote inclusive practices in early childhood settings and the academic and social applications of music with young children.
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