Movement as a Musical Response Among Preschool Children
Bibliographic Data
| ID | 10203238 |
|---|---|
| Authors | Elayne Metz (Arizona State University, Phoenix, corresponding author) |
| Year | 1989 |
| Volume | 37 |
| Issue | 1 |
| Pages | 48-60 |
| Publication date | 1989-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2307/3344952 |
| OpenAlex | W1990874552 |
| Language | EN |
| Citations received | 5 |
| References cited | 10 |
The purpose of this study was to investigate preschool children's movement responses to music in a free-choice participation setting. The study's framework was built on theories derived from qualitative data. The investigator observed 2-, 3-, and 4-year-olds in a researcher-designed music center where videotapes of sessions were used to analyze data through the constant comparative method. Three theoretical core categories emerged from data analysis: conditions, interactions, and outcomes. The properties of the first core category, which involves preexisting behavioral qualities that influence movement responses, are dispositions, developmental stage, and mode of representation. The properties of the second core category are modeling, describing, and suggesting, which are the overt behaviors of children and teacher that influence movement responses. The properties related to the third core category are music-related movement responses and nonmusic-related movement responses. The primary result of the study was the generation of a substantive theory of children's movement responses to music. The author also derived implications of the seven propositions for early childhood education and movement responses to music
Cognitive psychology · Developmental psychology · Dynamics (music · Early childhood · Movement (music · Music education · Musical · Pedagogy · Representation (politics · Children's Physical and Motor Development · Diverse Music Education Insights · Neuroscience and Music Perception · Psychology
The Discovery of Grounded Theory
The Process of Education
The Discovery of Grounded Theory
An Assessment of Motor Music Skill Development in Young Children
The Influence of Peer Imitation on Expressive Movement to Music
Rhythmic Training and Its Relationship to the Synchronization of Motor-Rhythmic Responses
An Instructional Model for Teaching Identification and Naming of Music Phenomena to Preschool Children
Naturalistic inquiry
Social participation among pre-school children
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,18 |
| Citation span | 1998 - 2022 (25) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |