Music training influence on cognitive and language development in 3 to 4 year-old children

  1. Herrera Torres, Lucía 3
  2. Hernández Candelas, Marta 1
  3. Lorenzo Quiles, Oswaldo 3
  4. Ropp, Cindy 2
  1. 1 Conservatory of Music of Puerto Rico, United States
  2. 2 Illinois State University
    info

    Illinois State University

    Normal, Estados Unidos

    ROR https://ror.org/050kcr883

  3. 3 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2014

Volumen: 19

Número: 2

Páginas: 367-386

Tipo: Artículo

DOI: 10.1387/REVPSICODIDACT.9761 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

Esta investigación, un estudio longitudinal, pretende determinar el efecto del entrenamiento musical formal en el desarrollo cognitivo de niños de 3-4 años de Head Start, con especial atención al lenguaje. Durante dos años, un grupo experimental (n = 80) recibió clases formales de música de 20 minutos tres veces por semana. Los maestros no especialistas en música de estos niños fueron entrenados y tutorizados por educadores musicales expertos para impartir las clases de música durante el tiempo de enseñanza programado. Un grupo control (n = 133) no recibió clases formales de música y sus maestros no recibieron entrenamiento en educación musical. Para evaluar el desarrollo de los niños se utilizó el Registro de Observación de Niños (COR) de HighScope. Esta batería de evaluación se administró seis veces durante el estudio. Los resultados demuestran que el entrenamiento musical puede suponer una diferencia significativa en el desarrollo general de los niños, incluido el ámbito del lenguaje.

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