Music's impact on literacy, language, and learning in children

¶ … music play in learning. On the whole, the literature gives the indication that music does, in fact, play a vital role in learning, and particularly, for children from early childhood. The literature also takes into consideration the influence of integrating music as well as movement into teaching strategies of students with special needs. The literature review will be categorized into different thematic aspects of the impact of music, from an educational and learning perspective. This will include different aspects such as literacy, language skills, physical education, numeracy and mathematical abilities, and also children with learning disabilities. In overall, this paper will show how integrating music into education and learning can make a significant difference.

Introduction

Contemporary advances in the research study of the human brain has made it possible to increase the level of understanding of the manner in which actively engaging in music impacts other developments. Despite the fact that the understanding of how the brain functions is still at its initial phases, a number of the key processes that are involved in learning have already been ascertained. Actively engaging in music in an extensive way, prompts cortical re-structuring, bringing about practical modifications in the manner in which the brain processes out information. If this takes place during early childhood development, the changes may turn out to be hard-wired, and bring about perpetual modifications in the manner information is processed (Pantev et al., 2003). Music has an impact on individuals, both young and old, in different aspects with respect to learning. This particular paper will take into consideration the different thematic aspects in which music influences learning from early childhood phases and into the classroom setting. This consists of different aspects such as literacy, language skills, physical education, numeracy and mathematical abilities, and also children with learning disabilities (AMEP, 2002).

Discussion of Key Terms

1. Segmental and Suprasegmental Pronunciation

Pronunciation denotes the creation of sounds that one employs to make sense and denotation. It takes account of paying attention to the specific sounds of a language, which are at times referred to as segments. It also encompasses aspects of speech past the extent of the individual sound, for example, pitch, wording, stress and timing. Suprasegmental pronunciation encompasses the rhythm of how the words are articulated. On the other hand, segmental pronunciation encompasses the specific sounds, which are articulated by a person. A comprehensive explanation of pronunciation takes account of both suprasegmental and segmental features. Even though these dissimilar aspects of pronunciation are treated in separation, it is imperative to take note that they all work in combination when one speaks, and are for that reason, commonly learned properly as an essential part of spoken language.

2. Perceptive, Language and Literacy Skills

Speech and music have a few common or mutual systems of processing in the brain. Musical familiarities, which improve processing, can as a result influence the discernment of language, which in sequence, influences learning to read. Active engagement in music improves the brain's premature programming of verbal sounds. Speech employs structural auditory patterns in an extensive manner, on the basis of resonance dissimilarities between phonemes. Training in music largely grows and cultivates skills, which improve perception of these patterns. This is imperative in mounting phonological consciousness, which in sequence, adds to learning to read efficaciously.

Review of the Literature Organized by Themes

The literature review will be categorized into different thematic aspects of the impact of music, from an educational and learning perspective. In overall, this paper will show how integrating music into education and learning can make a significant difference.

Numeracy

Generally, there has been a prolonged assumption that there is a strong association between music and mathematics. Research studies on music therapy as well as music, indicate that music and math are associated in the brain at a very early stage in life. Musical components, for example, balanced beat, cadence, tune, and tempo, have in possession intrinsic mathematical codes, such as spatial properties, sequencing, calculating, modeling and one-to-one communication (Geist et al., 2012). According to Geist et al. (2012), children have the prospective and potential to have more engagement when paying attention to steady beats, in comparison to listening to simply voiced instructions. The author asserts that listening to a balanced and stable pattern in the course of mathematical schooling activities in the early childhood tutorial, is plausible and could stimulate better responsiveness, in addition to improved engagement in young children (Geist et al., 2012).

In accordance to Geist et al. (2012), music appears to be linked to the very primitive and primordial parts of the human brain. This means that even the youngest kids have the capacity to innately react to music and the mathematical concepts it contains. It is plausible that paying attention to a balanced beat pattern in the course of mathematics teaching activities in the early infancy schoolroom could stimulate better responsiveness and improved engagement in young children. day-to-day learning experiences, for instance listening to music, are predominantly substantial in supporting increasing mathematics conceptions in children, from early stages to five years old. Music is made up of cadenced patterns and can be structured to make the modeling simple or complex, contingent on the activity. Research proposes that infants and babies have an inborn ability to not only perceive patterns, but also make them out in music. Underlining these competences by teaching patterns through music at an initial stage might profit children's cognitive capabilities (Geist et al., 2012).

Research study undertaken by Charles (2010) showed that students have a preference for music as well as movement being included in classes for math and reading. This diminished their disparaging behaviors and also enhanced their post-test marks in math as well as reading. Charles (2010) indicates that this can be of great significance to educators, who have vested in music as well as movement in a classroom, for students with special needs. In addition, results from a research program undertaken by Kreft (2006) showed that children have a better performance on standardized tests that give a measure on mathematics, reading and writing, in comparison to students who did not have the incorporation of music in their curriculum. Kreft (2006) asserts that this is imperative and ought to be taken into consideration as establishments seek to attain poise between the need for accountability, and the need for enlightening and experiences that benefit students.

Generally, the evidence proposes that actively engaging in music can enhance and augment the mathematical performance of children. Actively engaging in music can largely increase the mathematical capabilities of students. However, taking into consideration the nature of this relation, the types of musical teaching required to recognize and comprehend the effect, time period required and the distinctive kinds of mathematical aspects, which are impacted necessitates additional investigation.

Physical Education

In recent periods, there has been an increased exploration in research and study regarding the impact of music on physical education and well-being. A number of these research studies have placed emphasis on the physical development of children, while others have considered the overall impact of music on imparting physical education in the classroom setting. Research studies have proven that making use of rhythmic accessory to support physical education programmes increases the level of performance. Harms and Ryan (2012) consider that apart from making students move around, the use of music during the course of a physical education class can serve effectively as a classroom controlling instrument, in several ways. This, in turn, can take full advantage of students' learning and participation, and minimalize student misconduct and waywardness. Positive outcomes can be perceived regarding the performance of the students when music is steadily synchronized with the activities being undertaken by the students. Music can be incorporated in physical education classes of students to improve their performance.

A research study undertaken by Derri et al. (2001) examined the influence that a programme on music and movement would have on the level of quality of locomotor performance in children, between the ages of four and six years. Results of the study showed that there were great improvements on the experimental group with respect to leaping, skipping, galloping and jumping horizontally. This study indicated that the programme on music and movement had a favorable comparison with physical and free play activities.

Reading Disabilities and Capabilities

One of the primary focusing aspects amongst educators and teachers is that of learning and literacy acquisition. Register et al. (2007) undertook a research study with the main purpose of determining the effectiveness of using music as a counteractive method to improve the reading skills of students in the second grade, and also students who have been acknowledged as having a specific learning disability. According to Register et al. (2007), statistics indicated that thirty percent of children experience difficulties in reading and no specific method appears to be effective for all of these problems. In addition, roughly seventeen percent of the school-age population is classified as having a specific learning disability. At the outset of the research study, an exhaustive immediate music curriculum was planned, with reading intellectual capacity and vocabulary skills at the second grade level being the objectives (Register et al., 2007).

The curriculum was thereafter carried out in classrooms at two public schools in the Southeast. Reading skills were assessed pre and post curriculum intervention, by means of the vocabulary and reading comprehension subtests of the Gates-MacGinitie Reading Test® for second grade. Results of the research study indicated that students with a specific disability in reading improved considerably from pre-to post, on all of the subtests that were undertaken. In addition, both of the classes who participated showed significant improvements from pre-to post, on the subtests: word translating, word understanding, and the total scores of the test. In addition, the outcomes of the study indicated that despite the fact that both classes had considerable improvements from pre-to post, on the subtest, reading comprehension did not develop meaningfully (Register et al., 2007). This indicates that there is need for additional research study.

Standley (2008) undertook a research study purposed to evaluate and ascertain the influence of musical activities on the reading skills and abilities of children in the United States. This, in particular, placed emphasis on the activities that provided a measure of the visual decoding capabilities. In addition, the meta-analysis on experimental investigation also recognized research-based implications for scheming 'No Child Left Behind' tutoring, and coaching programs simplified by music. The study undertaken by Standley (2008) also made an attempt to ascertain advantages of the different methods, timetables, and designs of music teaching for children. Taking into consideration the different aspects of the study, Standley (2008) suggests that there is need for additional research and studies, on music and reading.

According to Wilkinson (2013), it is largely taken into account that listening to particular types of music can have a positive impact on individuals in the form of stress reduction, compassion, and empathy, and also enhances the mood of a person. It is imperative to take note that these are all components, which are fundamental to form an environment and setting for optimal learning. Wilkinson (2013) finds that there is evidence, which gives the suggestion that music may increase and improve learning, self-confidence, and also enhance sympathy in children. However, despite this proof, backdrop music or perhaps music for listening has not been extensively maximized or utilized within public schools. The research study undertaken by Wilkinson (2013) shows the need for more far-reaching and comprehensive use of music in schools to stimulate and strengthen the learning experience, and amend connections, interactions and readiness for learning.

In accordance to Ohman-Rodriguez (2004), for a very long time, music has been maximized and taken full advantage of to increase the learning ability of early childhood experiences for young kids. Children and preschoolers, especially, those under the age of five years, learn the ins and outs of societal communication and public interaction when playing rhythm instruments with each other. Similar to learning how to read, and the manner in which to write a spoken language, learning to read and write music, enables and facilitates kids and youngsters to be musical on the inside. Ohman-Rodriguez (2004) in his research study encourages teachers and educators to nurture the developing capabilities of composing music that emerge from the children. This, as a result, will enable the students to grow and develop as music insiders. In turn, the children will be able to increase and develop their learning capabilities through the use of music as they steadily grow.

Conclusion

For a long time, music has been used to enhance the learning power of early childhood experiences for young children. It is believed that music can accelerate learning, increase self-esteem and enhance empathy in children, but also, improve mood and enhance compassion. The 'No Child Left Behind' has instructional programs that are facilitated by music (Standley, 2008). There were different experiments conducted that showed how music made a huge impact, more than traditional learning. My findings seemed to be research focused and teacher focused.

The literature review gives a string indication of the advantages of engaging in music during the course of one's lifetime. As perceived in Sze and Yu (2004), during early childhood, there appears to be benefits for the cultivation and advancement of perceptive skills, which influence learning speech and language. This, consequently, has an impact on literacy, which is also improved by prospects to advanced rhythmic synchronization. Music also appears to develop spatial thinking, one characteristic of overall intelligence, which is connected to a number of the abilities necessary in mathematics (Kreft, 2006). Despite the fact that general accomplishment is evidently impacted by literacy and numeracy abilities, motivation, which is influenced by self-confidence, self-efficacy and ambitions, is also significant in the extent of determination given to learning. In addition, the literature indicates that music can have a constructive effect, in terms of improving the moods of a person, reducing stress levels, and also increasing empathy and compassion. It is imperative to note that not only are these beneficial for a person's character, but are also key in generating an environment and setting for optimal learning (Wilkinson, 2013). More so, research shows that there is greater need for more far-reaching and comprehensive use of music in schools to stimulate, and strengthen the learning experience, in addition to amending connections, interactions and readiness for learning.