Children and computer

Do computers have the potential to change the way children think? Teaching methods are associated and influenced by psychological theories of child development. Although progressive methods of teaching are already partly exercised in the present education system, traditional methods are still in use. Implementation of computers into classroom requires reconsideration of today’s teaching methods. There was a claim that computers are able to change children’s thinking and programming can help to develop problem-solving and thinking skills. Alternative idea was that computers by itselves can not change children’s thinking but they help to create stimulating environment and increase motivation to learning. It was stressed that in order to achieve good results in educating children, it was important that pupils work collaboratively on computer task that facilitate group interactions was important.

Dorothy Faulkner (1995) explain that there is an increased concern about the “nature of effective teaching” (Faulkner, 1995). Teaching methods were influenced by psychological theories and they were divided into traditional and progressive teaching methods. In traditional education the curriculum is organized in a way that each subject is taught by a specialist teacher. However, in progressive method te same teacher can teach many subjects through themes that cover a range of different areas of curriculum. In progressive education children of mixed abilities are grouped together and they are taught in small groups. The emphasis is focused on the process of “learning how to learn” where children construct their knowledge through discovery. In traditional education teachers give direct instructions and the emphasis is on the accurate retention of the subject matter. A teacher is teaching a whole class simultaneously and classes are organized according to children’s age and ability.

The underpinning theories of traditional education are those of natives or behaviorist perspective. Progressive methods of teaching are based on constructivist and social constructivist theories. The implementation of computers into classroom associated with progressive methods of teaching.

Karen Littleton (1995) introduced to the idea that as the computer technology grows and the use of it expands to the classroom, the need for investigation of the impact on children’s intellectual thinking is increasing. Computers drill-and-practice programs were placed within behaviorist theory where the computer serves a role of a “patient teaching assistant” (Littleton, 1995). Such programs work on the individual task routinely and they give an immediate feedback in order to shape further performance. They are usually designed to automatize basics, such as basic mathematics or spelling. According to research drill-and-practice software plays a modest role on children’s learning, although there were some exceptions (Kullik et al., 1985; Hughes, 1990). Such programs associated with Skinnerian behaviorist approach.

In was claimed by many educationalists that programming assists development of thinking skills. Seymour Papert (1980) argued that programming may help children to progress from concrete stage of thinking to formal. His claim was based on Jean Piaget’s theory. The role of the teacher was to create a supportive environment where children could explore. One of the features of the Logo programming language was a turtle graphics and children could have written a program in order to control a Turtle, that was, a small robot on wheels that could move on the floor or on a table. A pen was built into the turtle that can be lowered and different patterns and pictures could be drawn by programming a turtle.

Although programming of the turtle often occurred in groups, Papert’s focus, as well as Piaget’s, was on the individual cognitive development. He argued that programming itself helps to develop problem solving skills because the act of programming involve dealing with a problem by separating it into manageable units. Programming gives visible results. So, it helps children to reflect on their own thinking and to exercise control over their mental processes.

Hughes (1990) investigated Parpert’s claim and proposed some conclusions that emerged from previous researches. Research usually employed experimental design. Children’s problem-solving skills were assessed at the start of the study and after exposure to Logo programming. Their performance was compared with the control group, that was, children who were engage in other activity. The results of these studies showed that even if cognitive benefits were noted, they were not impressive. However, there was an argument that in order to acquire gains from programming it should be done extensively over a long period of time. That is why the results of those studies were not great enough.

Other studies (Clements, 1986) showed that children gained much more when Logo programming was structured by the teacher. He compared three groups of children from 6 to 8 years old. The first group had tutor led introduction to Logo during 22 weeks where children were increasingly introduced to complex concepts. The second group had computer-aided instructions of the same period of time. The third group (control) had normal lessons. The results revealed that children in the first group gained much more then children in two other groups. Clements and Nastasi (1998) also found that when children work with Logo programming in groups they had more significant gains.

An alternative believe is that the use of computer do not change children’s cognitive abilities on its own rights but it provides stimulating environment where children can work in groups. It might be that working on a computer task with a partner increases motivation and self-confidence. However, research has little to say about it.

The collaborative work around the computer depends on the type of the software. If children use computer it does not mean that interaction between them will occur. Crook (1987) noted that children who were solving maze computer program did not work collaboratively but adopted turn taking style.

Zemira Mevarech et. al., (1987) in his study found that there was no significant difference in children’s progress whether they worked on the computer program in pairs or alone. Light conducted a series of investigations using the program Towers of Hanoi where children had to make as few moves as possible in order to replace a series of rings of different sizes from one peg to another. Observations revealed the reason why children who worked in pairs did not progress better. Most of them employed turn taking style and interaction between them did not occur.

In the second study Light has changed the rules of the game. Both children who worked in pairs had to type a command in order to move a ring. There was no difference in children’s performance whether they worked individually or in pairs. However, more children who worked in pairs solved problem in fewer moves. The results of these studies suggested that it was important for both students being involved in the task and that computer in itself does not guarantee that children would work collaboratively.

Fletcher (1985) investigated why children who work in pairs do better then those who do not. In his study children worked either individually or in groups of three. Some of the children were asked to make their decisions aloud, while others worked silently. Results have shown that talking individuals and groups of children performed better then those who worked silently. He concluded that verbalization can be important factor in some circumstances.

Mercer, N.(Audio-CD 4) investigated the nature of children’s talk when performing a computer task. He noted that different types of talk had different functions. Disputational talk was non-cooperative and competitive. This type of talk was not found to be very productive. Cumulative talk was characterized by the talk where ideas are clearly expressed, negotiated, and new ideas are build on each others ideas. Exploratory talk characterized by exploration of each other’s ideas. When an idea is criticized, it is done in supportive, non-competitive way. Cumulative and Exploratory talks appeared to be effective for improvements in children’s performance.

In another study Light and Glachan (1985) observed 8 years old children playing game “Mastermind”. Children played the game in pairs and each child was expected to propose the move. Sometimes proposals led to conflict. It was found that pairs of children where the conflict occurred performed better on the subsequently given individual task of “Mastermind” then those who were in groups where there was no conflict. This study made a support to Piaget’s claim of socio-cognitive conflict. According to Pieaget children in equal relationships can consider conflicting views and “balance them against their own” (Littleton, 1995). This process can help children to integrate those views into their own more complete perspective and to move to a higher level of operational thinking.

The role of conflict was examined in the light of Vygotsky’s theory. The notion that knowledge is collectively constructed and shared was originally proposed by Vygotsky in relation to the asymmetrical interactions, which was interaction between adults and children where the status is unequal. Vygotsky in relation to the asymmetrical interactions, which was interaction between adults and children where the status is unequal. Vygotsky saw learning within child-adult relationships as the adult scaffolding the child’s knowledge and helping the child to understand the kind of problem he is solving that is called metacognitive awareness. It is believed that the same processes could be applied to symmetrical interactions.

In the study of Sylvia Barbieri and Paul Light (1992) children were given computer-based problem-solving task. They observed children’s talking about their plans in order to solve the problem and whether children negotiated between one another about the next move. Such conversation between children could be seen as co-construction of knowledge. After a week of working on the problem in pairs children were given a similar task to work on their own. The results showed that interactions that were identified as co-construction of knowledge had helped children to perform better in their individual work.

However, some psychologist think that it is necessary to move away from looking at the individual gains of using computers and concentrate on evaluating on the nature of interactions between children and teacher, children with one another, and children and their home environment when using computers. He also stressed the need for new ways of evaluating children’s performance. Mercer,N. argued that it is not the computer alone that constitutes the computer activity but the surrounding classroom and home environment in its wider context and what the child brings to the computer.

It is possible to say that computers are able to influence children’s thinking and learning. Computers can be used as a tool that helps to facilitate learning. The way in which children have to interact with computers depends on the purpose of education. The teacher’s own views on education may also influence the way in which computers are used in the classroom.

To begin the implementation of computers into teaching it is necessary to know the purpose of education. It is important that children work in groups and the teacher has to ensure that all pupils within a group are involved in a task. That is why the task that allows the interaction amongst a group of pupils should be chosen and children should be grouped according to their stage of development.

Posted on May 2nd, 2008 by Irina Benjamin
Filed under: Child growth and development | No Comments »

Influence of genes and environment on child development

Knowledge about genes’ structure and some was in which the operate persuaded psychologists to consider that children must have inherited some of the psychological characteristics from their parents. Some psychologists believed that there were no other factors that influenced development. Others argued that due to high flexibility of mental abilities there must have been other processes by which psychological characteristics developed. Evolutionary theory showed how characteristics of biological spices could have been changed due to altered environmental characteristics. Although there were identified some problems with investigating gene-environment interaction, useful methods for studying it were suggested. Gene-environment interaction was better shown on the example of altered functionality of a single gene and how manipulation of environment could have solved the problem More complex gene-environment interactions were described as interactions of characteristics of IQ and temperament, which were considered to be genetically inherited, and environment. Knowledge about gene-environment interactions was enormously important for understanding child development.

Genes were described by Ken Richardson (1994) as segments of chromosomes, which located in the nucleus of a cell. Genes are chemical substances and composed of deoxyribonucleic acid (DNA). DNA produces specific enzymes that involved in chemical reactions, product of which is a part of a cell. Each body cell contains 23 pairs of chromosomes, However, sperm and ovary, which is are called games, contain only 23 individual chromosomes. When a sperm and an ovary formed a single cell, their chromosomes combined. The set of individual’s genes is called genotype. A variation in characteristic’s appearance is called phenotype.

Psychologists that supported the view of genetic determinism believed that a child inherited the majority of psychological characteristics from his parents and there is little to do to change them. Such view was demonstrated by Nativits, who believed in innate abilities of human beings. Noam Chomsky (1980) argued that development of physical and psychological characteristics corresponded with one another. That could have been shown on the example of brain development. With the development of the brain mental abilities increased. However, it suggested that after the brain of a child was developed, mental abilities stayed stable, which was not true. Mental abilities of a human being are changeable through life.

Piaget (1980) proposed that the development of some characteristics were not simply genetically determined but developed in the course of development. That was called developmental plasticity. Information acquired in the course of development was placed “above and over” (Richardson, 1994, p66) of that in the genes and was called epigenetic information. Psychological characteristics could have been developed in that manner. This process made human beings more adaptable to the rapidly changing industrial and technological world. Psychologists who supported that view were supporters of Constructivist’s position on child development.

Charles Darwin’s Evolutionary theory showed that in the world of biological species there was a process of selection of more advantageous characteristics in respond to changing environmental settings in order to reach adaptation. Many psychologists tried to explain the evolution of psychological and social characteristics in the same manner. Ken Richardson (1994) showed that a new born had a number of reflexes that were considered as evolutionary selected in order to survival. Rooting reflex appeared as head-turning and mouth opening behavior of an infant when his cheek is stroked. Predispositions of a child to social interactions could have been shown on examples of innate abilities of infants to smile and cry in a specific way. These abilities are also evolved in order to better survival.

Interaction between genes and environment is a complex process and thus, poorly described. There is a problem with an identification of such interactions. The majority of characteristics controlled by a number of genes or a single gene control several characteristics. There were little possibilities to investigate such interactions. In the experiment on animals, for example, genes could have been controlled b selecting breeding and the environment by keeping and animal in a certain condition. It is not possible, certainly, to imply such a control to a study with human participants because of the ethical implications. Natural settings pose a problem of controlling variables. It is complicated to identify the effect of a particular environment or particular gene because of the number of confounding variables, which accompany them. All these implications often led to a hypothetical description of such interactions.

There were methods, however, which were used to study gene-environment interactions. Family studies investigated and impact on child’s development of inherited genetic information and impact on child’s development of inherited genetic information and the rearing environment. Twin studies investigated extend of genetic and environmental influences on development. Adoption studies concerned with how psychological characteristics of adopted children correlated with biological and adoptive parents. Methods, usually used in such studies were observations and questionnaires.

Interaction of genes and environment could be noted if a single gene is absent or its functionality is altered. Phenylketonuria (PKU) is a condition where the production of en enzyme by a gene is absent. As a result the conversion of phenylalanine into tyrosine did not occur and that led to the disruption of development of mental abilities. Phenlalanine was not produced by and organism and entered it with the food. As a result, the treatment of such condition is not exclude phenylalanine from the diet. Child’s development then occurs to be normal. This example showed the importance of investigations of gene-environment interactions.

Studies of gene-environment interactions tend to uncover the reason of people’s individual differences. Development of intelligence and temperament were studied using methods, mentioned above. There were found significant correlations, which continued to make those methods useful.

The Texas adoption project (Horn, 1983) studied the extent to which hereditary factors played a role in development of intelligence. There were 300 families participating in that study. It was found that the IQ of adopted children correlated closer to their biological parents then to adoptive ones. However, child’s placement from less to more advantageous environment, which was usually considered to be a family environment, showed that child’s IQ level in such situations was raised. That demonstrated the importance of environment on child’s development as well as biological factors.

Although a child inherited some psychological characteristics from his parents, those characteristics tended to play a role of pre-dispositions. Further development was also dependent on the environment, where a child was placed.

Interaction between genes and environment was better described by Stevenson and Oates (1994) and Schaffer (1996pp. 79-90) on the example of interaction between ingerited temperamental characteristics and environment. The knowledge of such interactions supposed to predict the consequent developmental our comes and to make the necessary interventions on time. Temperament was defined as behavioral style. This term concerned with aspects of behavior, which appeared to be constant through life.

There was a debate amongst psychologists about the classification of temperamental characteristics. One of the classifications was proposed by Bates (1989). According to that classification behavioral style was characterized:
• Emotional responses, It included the quality and intensity of emotional reactions.
• Attentional orientation patterns, such as how quickly a child could have been comforted and the sensitivity to distractions when occupied by a task.
• Motor activity included the intensity and frequency of child’s activity.

There was also description of an easy and difficult temperament. Difficult temperament had such characteristics as irregularity, negative mood and low adaptability. Easy temperament was described as opposite to that of difficult. The methods, which were used to identify heritability of temperament, were observations and parental reports. It was likely to conclude that there was some evidence of heritability. However, the developmental outcomes depended also on the environment, which was encountered by a child in the course of development. Different temperamental characteristics were likely to provoke different parental responses to a child. In that was there was an interaction between a child’s genetic inheritance and the environment. This view of temperament supported Constructivist position.

Thomas and Chess (1977) noted the importance of a match between child’s temperament and parental treatment of a child. So, even if a child with initially easy temperament encountered non-suitable expectations and demands of his caretakers there could have been shown negative developmental outcomes. This concept was known as “goodness of fit”.

Understanding of gene-environment interaction is important for understanding child development. The immense importance of such understanding could be seen on the example of knowledge about the roots of philketonuria. Without it normal development of a child who has such a condition could not be possible. Understanding of developmental processes of temperament and intelligence and interaction of them with environment might predict developmental outcomes. Knowing that it could be possible to intervene on time and prevent negative developmental endpoint. Unfortunately, science has not yet developed methods by which it could be possible to accurately investigate gene-environment interactions and take into accounts all confounding variables. However the investigation of this matter can not be abandoned only because of not knowing enough at the present since the process of combination of parental genetic information makes a basis for emergence of a new life and different environmental settings give different impact on child development.

Posted on May 1st, 2008 by Irina Benjamin
Filed under: Child growth and development | No Comments »

Attachment style through life

Attachment is a strong bond between two people. Such special relationships should have been formed with a partner, parents, children or a friend and it created combination of feelings that contributed to mental life. Problems with relationships can affect the way people feel about themselves and their lives.

Attachment theory that was developed by Bowlby stated that children form strong emotions bond with their primary caregiver. The idea was taken from ethnology that showed the formation of the bond on the examples of many animal spices. The formation of the bond provided a secure base for an infant to explore the world. Through relationships between an infant and a caregiver Internal Working Models that were defined as a set of expectations about relationships were formed and such models affected the quality of future relationships through life.

Mary Ainsworth developed a laboratory procedure for assessment of children’s attachment style that was called Strange Situation procedure. It included a set of episodes where a child, a mother and a stranger had a sequence of separations and reunions. The reunion after a brief separation showed the style of child’s attachment. Mary Ainsworth identified three attachment styles:
• Insecure, anxious avoidant, when a child did not seek proximity on reunion and rejected to be comforted by his mother.

• Secure, when a child sought proximity on reunion and allowed to be comforted.

• Insecure, anxious ambivalent, when a child showed avoidant as well proximity-seeking behaviors and behaved in inconsistent ways towards the mother.

The claim of attachment theory that internal working models persisted and affected people’s relationships through life led to the idea that the attachment style should have also persisted through life and the interview was developed to assess adult attachment type. There were identified three types of adult attachment that were similar to those of children’s.

In the longitudinal study of Hamilton (1994) it was found that the attachment styles in childhood and adulthood had a strong correspondence. However, in another similar study such correspondence was not found (Zimmerman et al.,2000). In these studies the occurrence of different life events were also monitored. It was found that the correspondence between attachment styles in childhood and adulthood occurred sheen the circumstances of an individual remained more of less the same. It was concluded that major changes in life might have altered the attachment style. Main and Goldwyn (1984) defined this phenomenon as earned security. Many studies had shown that the starting point in development did not determine the subsequent destination but made it more probable.

Posted on April 28th, 2008 by Irina Benjamin
Filed under: Child growth and development | No Comments »

Rough-and-tumble play

Rough-and-tumble play is a fighting and chasing play. Rough-and-tumble play can be noted from 3 years on through to adolescence. Children’s behavior in rough-and-tumble play differ from a real fight. Play is usually accompanied by smiling and laughter. It usually occurs between friends and they do not hit each other hard. Participants stay together after fight. Play fights are not watched by other children.

Such differences between rough-and-tumble play and the real fight seems to be known by children themselves. In one psychological study children were shown video with a play fight and a real fight. Most children could distinguish between them. There is evidence that rough-and-tumble play has similar features across different cultures.

However, play fight might turn into a real fight. This might be done deliberately by one of the participant or because one of the participants is lack of social skills and respond to the play signals inappropriately. There is evidence that as children grow older play fights turn to real fight more often due to deliberate manipulation (Boulton, 1992; Pellegrini, 2002; Smith, 1997). For that reason teachers tend to bind rough-and-tumble play at schools.

Posted on April 26th, 2008 by Irina Benjamin
Filed under: Child growth and development | No Comments »

How to help a young child cope with new situations and people

Q: My daughter is having a problem with her 2-year-old daughter: The child is anxious when separated from Mom. This behavior started in the past few months, when the family moved. Emma will not let her mom get out of sight.

A: Many young children cry when parents leave them in a new place with a new person. It’s simply because the person and place are unfamiliar. Plus, kids like their mom and dad best. Their life is easiest when Mom or Dad is present. With them, they don’t have to work very hard to make their needs known. Parents read their children’s cues easily and quickly.

With a new caregiver in a new place, many young children feel worried and fearful. But a child who is well-attached to a parent and who feels safe and secure has developed basic trust in people so therefore can, in time, attach to other caregivers.

When your daughter leaves Emma with her caregiver, it’s important that she exude confidence in the person and situation. She can say something like, “This is Amy; she’ll be taking care of you while I go to the gym. I’ll be back in an hour.” The mom can show her around the room, even play for five minutes or so, but then it’s time to pass the child off to the caregiver and do so confidently. If the child sees reassurance in Mom’s eyes, she’ll adjust more readily. If she sees anxiety, her adjustment will be more difficult.

Then, after giving a kiss and hug, Mom needs to hand the child off to the caregiver and walk confidently out the door. She need not look back, linger or try to talk the child out of crying. Instead, she needs to leave the child’s care to the caregiver.

If Mom is worried, she can call in 15 minutes to see how the child is doing. Most likely, she’ll be playing happily.

Since this child seems fearful in new situations with new people, it’s probably best not to leave her in several situations with several different caregivers. It’s important for the parents to pick one person and one place for Emma to stay while Mom is away from her. While it might take up to three weeks for her to offer a happy face as her mom walks out the door, with this approach, the amount of time she actually cries will quickly diminish.

Q: I have a 22-month-old child with special medical needs (otherwise developing fine). I am entertaining the thought of preschool three days a week, three hours each day. I’d like to know, however, if preschool is really necessary.

A: Children, once preschool-age, need appropriate activities to advance and enhance their development. They need a similar-age child to play with. They also need to practice taking turns and sharing toys.

They need opportunities to develop and refine their large and small motor skills, to listen to stories and music, and to use a variety of materials for creative expression. They also need experience managing their emotions.

Children can have these experiences at home with siblings, cousins or friends. They can learn some of them at the library during story time, at Sunday school or at a childcare center. They can have these experiences in a preschool setting.

Preschool for your child would be only nine hours a week. While it’s an important nine hours, what you do with your child during his other waking hours is extremely important, too.

Is preschool necessary? Only you, the parent, can decide.

Posted on April 18th, 2008 by Irina Benjamin
Filed under: Child growth and development | No Comments »

Music is important part of child development

Children’s love for music often begins with bedtime lullabies and nursery rhymes.

And as they grow, music continues to play an integral role in every part of a child’s educational experience.

“The arts can completely change and energize the learning process for students,” said Kerri Quinlan-Zhou, director of fine arts for the New Bedford Public Schools. “It’s a powerful tool when you’re able to make connections between music and the arts and other core subjects.”

The power of music can be seen in school districts across SouthCoast, with each school system integrating music into students’ classroom experiences in different and unique ways.

“In the K through five grades, our teachers make a lot of connections between history and music,” said Dartmouth High School music director William F. Kingsland Jr.

“By integrating costumes and music, teachers can make the lessons more interactive for the students, and the concepts stick,” Mr. Kingsland said.

For example, students at the Quinn Elementary School in Dartmouth recently used music to learn about the different presidents.

“We try to cross over different subjects and disciplines as much as we possibly can,” Mr. Kingsland said.

Stan Ellis, who directs band programs at the Old Hammondtown School in Mattapoisett as well as at Old Rochester Regional High School, also points out the important role of music from the very beginnings of formal education.

“Younger children tend to learn quite a bit through repetition, and there is no greater example of the power of repetition than music,” said Mr. Ellis.

“Playing a musical instrument requires a lot of practice. It also helps them improve their hand/eye coordination and motor skills.”

Mr. Ellis also explained how music encourages language development, as well as scientific exploration.

“Working an instrument is very much a science — knowing what’s going on inside and how it works,” Mr. Ellis said.

And while music enriches students’ understanding of core academic subjects, its effects permeate other aspects of development, as well.

“The positive impact it has on a student’s self-esteem and level of social interaction is crucial,” Mr. Kingsland said. “When students are involved in music programs, they form a bond with other students who have similar interests. It helps build character.”

For Dartmouth High School senior Amy Medeiros, her involvement in all things musical has been invaluable, she said.

“Participating in band, indoor percussion and color guard has helped me academically, because it has taught me time-management,” Amy said. “Being involved in two activities in the winter (percussion and color guard), I had rehearsals every day except for Friday. With the intense practice schedule, I had to learn how to manage my time, and be responsible for completing all of my school assignments on time.”

She acknowledged there were sacrifices to be made.

“I had to give up watching TV and going online, so I could keep up with my school work. The time I would spend hanging out, doing nothing, I spent at practice. Being involved in various activities helped me to keep up my grades, because if I failed any course, I wouldn’t be able to perform, and could possibly get kicked out of the group.”

Amy said being part of Dartmouth’s music program has spawned other benefits, as well: “It has taught me team work, and self-discipline … and to succeed in anything I do. (It) helped me learn that if you put in the work, anything is possible. You will get rewarded for working hard.”

She has the payoff to prove it. On April 19, DHS’s indoor percussion group captured the gold in the Winter Guard International Percussion World Championships in Dayton, Ohio.

While she works with younger children, Hannah Moore, instrumental music teacher/band director at Marion’s Sippican School, said they are already learning the lessons Amy described.

“Producing music together is the ultimate team experience — your band sounds only as good as the musician next to you is playing. Kids support each other more than in almost any other venue,” Mrs. Moore said.

Beyond that, study after study has shown students involved in the arts do better academically than those who aren’t.

A decade ago, Dr. Anna Madison of the College of Public and Community Service at the University of Massachusetts produced an independent report on the Massachusetts Cultural Council’s YouthReach Initiative, which funded arts-based youth development programs for some of the state’s most at-risk pupils.

According to a report on the Cultural Council’s Web site, included in the research were extensive pre-program and post-program measures of student attitude, life skills and personal self-esteem. The quantitative data was supplemented with qualitative findings from focus groups of parents and young people themselves.

Reconnecting with the students five years later, the Cultural Council found, in part, that students in the arts program developed “crucial life skills that prepare (them) for college, the workforce and the world beyond.”

Participants also “experienced an increase in life skills, self-esteem, and personal self-efficacy.” In addition, they had more positive attitudes toward school, “a major indicator of academic success,” and many of the students subsequently went on to college.

For her part, Sippican’s Mrs. Moore sees “many different levels of answers” as to why students in the arts perform better in the classroom.

“Simplistically, kids learn that through regular practice (study), you achieve,” she said. “The results are obvious and tangible for a young player — it often motivates them to apply more efforts in other aspects of their lives.”

Mrs. Moore said that on a developmental level, “music reinforces intellectual growth through a wide range of psycho-motor channels. There is a cycle in playing an instrument: You see the music on the page, you physically feel your hands and/or face manipulating the instrument, your ears hear what you are producing and how it relates to the entire combined sound, and the cycle repeats itself as the music grows.

“As the cycle goes around and around, different parts of the brain are working. The child who is a poor reader suddenly begins to hear what is on the page. The child who struggles with numbers often relies on muscle memory. Because it is an event (music happens in time), there is a unique sense of ownership for students.”

Said Mrs. Moore, “I am still impressed with how different every student is, and it is still enormous fun for me to watch and learn from each of them as they learn to ‘play their ax.’ “.

Carol Nicholeris, assistant professor of elementary music education at the Burnell Elementary Laboratory School at Bridgewater State College, is equally strong in her feelings regarding the role music plays in education.

“I would even go as far to say that it’s more important than other academic subjects,” said Dr. Nicholeris. “It is an absolutely vital part of child development.”

Dr. Nicholeris, who has conducted extensive research regarding brain development and music, asserts that there is a biological component to music. Unlike other functions, such as speech, which are centered in certain parts of the brain, music crosses all areas of brain function.

“When you look at a person, we’re all essentially created like a piece of music,” Dr. Nicholeris said, noting that music predates language. “Rhythm, beat, sound, timing. They’re all in us and very much a part of everything we do.”

And a lasting part.

“Music, along with the other arts, are an integral part of every child’s education, from the earliest years right on up through high school and into college,” said Ms. Quinlan-Zhou.

“Parents should never underestimate the powerful role the arts play in their child’s education.”

By SARAH GONET

Posted on April 15th, 2008 by Irina Benjamin
Filed under: Child growth and development | No Comments »

« Previous Page — Next Page »