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.
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.
The article presents ail explorative study on the impact of rhythmic psychomotor interv ention on the skills of waiting and self-control in pre-scholar age children in Italy. The focus skills are investigated through the analysis of psychomotor indicators, on one side, such as tonic-emotional availability and waiting times and external indicators, and on the other side, such as the knowledge of time concept and the analysis of behaviors at school and home, investigated through teachers and parents. The exploratory work made it possible to identify the positive effect of the rhythmic psychomotor intervention on the body calm, the deferral of satisfaction and the ability to anticipate, highlighted by the literature as predictors of better behavior at school and, consequently, of a more facilitated learning. The study shows that there is a close correlation between the mentioned components and opens a longitudinal research scenario aimed at analyzing the effects that such an intervention can have in preventing behavioral and scholastic difficulties.