The aim of the present study was to examine the effect of a music/movement program on the motor rhythmic ability of 70 children, aged 48-72 months (59.67+6.38) randomly assigned to experimental (EG, n=36) and control group (CG, n= 34). The EG participated in a 20-week music/movement program, while the CG did not follow any organized physical activity. Before and after the program children’s rhythmic ability was measured using the subtest “Jump on the rhythm” of the Democritus-Psychomotor Assessment Tool for Preschool Children (PAT-PRE). According to the results of the two-way ANCOVA that was implemented, both program and gender had a statistically significant effect on children’s scores (F1,65= 222.24, p< .001, η2= .84 and F1,65= 6.60, p < .05, η2= .09 respectively) after controlling for the effect of the pre-test, while there was not a significant effect of those factors’ interaction. The children of the EG had significantly higher scores than those of the CG, while girls outperformed boys in both groups. However, effect size value of gender was moderate; consequently, these differences were not of practical importance. The current findings provide support for the beneficial effect of a developmentally appropriate music/movement program on rhythmic ability of preschool aged children.
Rhythm and music can be very significant for a person’s development, especially during the early years of life. This study’s aim was to examine the rhythmic ability of 180 preschool children before and after the implementation of a music-movement program. A group of 90 children (45 boys and 45 girls) attended a 6-week intervention program, including two 45-minute lessons per week, whereas the other 90 children (control group) did not attend any kind of program. The High/Scope Rhythmic Analysis Test (Weikart, 1989) was used for the evaluation of rhythmic ability before and after the implementation of the rhythmic program. Girls surpassed greatly the boys in total score in both measures (p< 0.01), and the experiment group surpassed significantly the control group in the final measure (p<0.001). It can be concluded that as long as suitably designed and structured musical movement program- with whole body exercises and games accompanied by rhythmic and musical stimuli- contribute to the progress of the rhythmic ability of pre-schoolers, it's beneficial to be included in their formal education.
The purpose of the present study was to investigate the rhythmic ability of pre-school children engaging in motor activities accompanied or not by music. A total of 180 children (90 boys and 90 girls) at the age of 5±0.5 were randomly selected from kindergartens of Magnesia area-Greece to participate in the study. The High/Scope Rhythmic Competence Αnalysis Τest (Weikart, 1989) was used for the evaluation of rhythmic ability using 2 testing tempos: 120 and 130 beats. The 3-way ANOVA revealed that all children performed significantly better in lower tempo (p< .05) and girls performed better than boys (p< .05). The test scores were significantly different among the three activity groups (p< .05) with the best performance shown on the group of motor activities accompanied by music and then the group of motor activities without music. Girls in the first group (activities accompanied by music) significantly surpassed boys of the same group in both testing tempos. In conclusion, motor abilities accompanied by music, play an important role to the development of rhythmic ability. More research is needed on the effects of music on the development of children’s rhythmic abilities taking into account gender and maybe former movement repertoire.