1.jpg)
, Kindergarten teachers’ knowledge of and beliefs in the influence of music and movement on children’s self-regulation
Resumen
Un número creciente de estudios indica que la exposición temprana a la música y el movimiento (M&M) impacta positivamente en la autorregulación infantil. Sin embargo, se ha prestado poca atención a lo que las y los docentes de infantil saben y creen sobre la relación entre M&M y la autorregulación, y menos aún a cómo sus propias experiencias de M&M se relacionan con sus conocimientos y creencias. El presente estudio investiga dichos temas utilizando datos de encuestas de 306 maestros de infantil de Hong Kong. Se realizaron análisis descriptivos, de correlación y pruebas t de muestras independientes. La mayoría de participantes creían poseer un alto nivel de comprensión sobre el tema, en particular aquellas con experiencia en M&M. Dichas participantes tenían creencias más sólidas de que M&M fomenta la autorregulación infantil, específicamente las habilidades de coordinación motora, el control de impulsos y el manejo emocional. Concluimos que el conocimiento y las creencias de las y los docentes de infantil sobre el papel de la M&M para apoyar la autorregulación están influenciados por sus propias experiencias de M&M. A mayor experiencia, más profundo será su entendimiento sobre cómo la M&M contribuye a las habilidades de autorregulación infantil. La principal implicación es la necesidad de exponer aún más a las y los docentes de Infantil a las experiencias de aprendizaje de M&M, ya sea de manera formal o informal.
Palabras clave
Referencias
Abry, T., Latham, S., Bassok, D., & LoCasale-Crouch, J. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly, 31, 78-88. https://doi.org/10.1016/j.ecresq.2015.01.001
Bainger, L. (2010). A music collaboration with early childhood teachers. Australian Journal of Music Education, 2, 17-27. https://eric.ed.gov/?id=EJ916787
Barrett, M.S., Flynn, L.M., Brown, J.E., & Welch, G.F. (2019). Beliefs and values about music in Early Childhood Education and Care: Perspectives From Practitioners. Frontiers in Psychology, 10, 1-18. https://doi.org/10.3389/fpsyg.2019.00724
Barrett, M., Flynn, L., & Welch, G. (2018). Music value and participation: An Australian case study of music provision and support in Early Childhood Education. Research Studies in Music Education, 40(2), 226-243. https://doi.org/10.1177/1321103X18773098
Bautista, A., & Ho, Y.-L. (2022a). Music and movement in Hong Kong kindergartens: Teachers’ preparation, perceived usefulness, confidence, and readiness. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM, 19, 15-25. https://doi.org/10.5209/reciem.73976
Bautista, A., Williams, K., Lee, K., & Karim, S. (under review). Early self-regulation: Kindergarten teachers’ understandings, estimates, indicators and strategies.
Bautista, A., Yeung, J., McLaren, M.L., & Ilari, B. (2022b). Music in early childhood teacher education: Raising awareness of a worrisome reality and proposing strategies to move forward. Arts Education Policy Review. https://doi.org/10.1080/10632913.2022.2043969
Berthelsen, D., Hayes, N., White, S.L.J., & Williams, K.E. (2017). Executive function in adolescence: Associations with child and family risk factors and self-regulation in early childhood. Frontiers in Psychology, 8(903), 1-14. https://doi.org/10.3389/fpsyg.2017.00903
Blair, C. (2016). Developmental science and executive function. Current Directions in Psychological Science, 25(1), 3-7. https://doi.org/10.1177/0963721415622634
Blair, C., Calkins, S., & Kopp, L. (2010). Self-regulation as the interface of emotional and cognitive development: Implications for education and academic achievement. In R. Hoyle (Ed.), Handbook of personality and self-regulation (pp.64-90). Wiley-Blackwell. https://doi.org/10.1002/9781444318111.ch4
Burak, S. (2019). Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching. International Journal of Music Education, 37(2), 257-271. https://doi.org/10.1177/0255761419833083
Carrillo, R., & González-Moreno, P.A. (2020). Formal and informal music learning profiles in higher education. Revista Electronica Complutense de Investigacion en Educacion Musical, 18, 153-165. https://doi.org/10.5209/reciem.67923
Curriculum Development Council (CDC). (2017). Kindergarten education curriculum guide: Joyful learning through play, balanced development all the way. https://www.edb.gov.hk/attachment/en/curriculum
Da Silva, A. (2016). Emotional self-regulation: voices and perspectives of teachers within diverse socio-cultural contexts. [Doctoral dissertation, University of South Florida]. https://www-proquest-com.ezproxy.eduhk.hk/
Education Bureau (EDB) (2020). Overview of Kindergarten Education in Hong Kong. https://www.edb.gov.hk/en/edu-system/preprimary-kindergarten/overview/index.html
Hamilton, C., & Murphy, V.A. (2023). Folk pedagogy? Investigating how and why UK early years and primary teachers use songs with young learners. Education, 3(13), 1-22. https://doi.org/10.1080/03004279.2023.2168132
Ho, Y.-L., & Bautista, A. (2022). Music activities in Hong Kong kindergartens: A content analysis of the Quality Review reports. Revista Electrónica de LEEME, 49, 32-49. https://doi.org/10.7203/LEEME.49.24249
Howard, S.J., Vasseleu, E., Batterham, M., & Neilsen-Hewett, C. (2020). Everyday Practices and Activities to Improve Pre-school Self-Regulation: Cluster RCT Evaluation of the PRSIST Program. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00137
Islam, F. (2021). Teachers’ perception and practices related to preschoolers’ self-regulation skills in the classroom [Master’s thesis, Brac University]. http://hdl.handle.net/10361/16398
Jauset-Berrocal, J.-A., Martínez, I., & Añaños, E. (2017). Music learning and education: contributions from neuroscience / Aprendizaje musical y educación: aportaciones desde la neurociencia. Culture and Education, 29(4), 833-847. https://doi.org/10.1080/11356405.2017.1370817
Kalliontzi, E., Ralli, A.M., Palikara, O., & Roussos, P. (2022). Examining the relationship between oral language skills and executive functions: Evidence from Greek-speaking 4–5-year-old children with and without Developmental Language Disorder. Research in Developmental Disabilities, 124, 104215. https://doi.org/https://doi.org/10.1016/j.ridd.2022.104215
Kim, H.K., & Kemple, K.M. (2011). Is music an active developmental tool or simply a supplement? Early childhood preservice teachers' beliefs about music. Journal of Early Childhood Teacher Education, 32(2), 135-147. https://doi.org/10.1080/10901027.2011.572228
Kwan, P., & Li, Y.-M.B. (2016). Striving for a way out from a rock and a hard place: Vice-principals’ development in Hong Kong. International Journal of Mentoring and Coaching in Education, 5(3), 239-252. https://doi.org/10.1108/IJMCE-04-2016-0037
Lenzo, T. (2014). Online professional development in preschool settings: Music education training for early childhood generalists. [Doctoral dissertation, College of the Arts of Kent State University]. https://etd.ohiolink.edu/apexprod/rws_etd/send_file
Li, F., Niu, X., & Li, Y. (2011). Age-Related and Situation-Related Social Desirability Responding Among Chinese Teachers. The Journal of Social Psychology, 151(6), 667-670. https://doi.org/10.1080/00224545.2010.522614
McClelland, M., Geldhof, J., Morrison, F., Gestsdóttir, S., Cameron, C., Bowers, E., Duckworth, A., Little, T., & Grammer, J. (2018). Self-Regulation. In N. Halfon, C. B. Forrest, R. M. Lerner, & E. M. Faustman (Eds.), Handbook of Life Course Health Development (pp. 275-298). Springer International Publishing. https://doi.org/10.1007/978-3-319-47143-3_12
Moffitt, T.E., Arseneault, L., Belsky, D.W., Dickson, N., Hancox, R.J., Harrington, H.L., Houts, R., Poulton, R., Roberts, B.W., Ross, S., Sears, M.R., Thomson, W.M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. PNAS (Proceedings of the National Academy of Sciences of the USA), 108(8), 2693-2698. https://doi.org/10.1073/pnas.1010076108
Mooney, K.E., Pickett, K.E., Shire, K., Allen, R.J., & Waterman, A.H. (2022). Socioeconomic disadvantage and ethnicity are associated with large differences in children’s working memory ability: analysis of a prospective birth cohort study following 13,500 children. BMC Psychology, 10(1), 67. https://doi.org/10.1186/s40359-022-00773-0
Parejo, J.L., Cortón-Heras, M.O., & Giraldez-Hayes, A. (2020). Musical revitalisation of the schoolyard: results of a service-learning project. Revista Electronica Complutense de Investigacion en Educacion Musical, 18, 181-194. https://doi.org/10.5209/reciem.69734
Ponitz, C.C., McClelland, M.M., Matthews, J.S., & Morrison, F.J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605-619. https://doi.org/10.1037/a0015365
Rao, N., Lau, C., & Chan, S. (2018). Responsive policymaking and implementation: from equality to equity. A case study of the Hong Kong early childhood education and care system. Teachers College. http://ncee.org/wp-content/uploads/2019/03/EA-Hong-Kong-Case-Study-032519.pdf
Rashedi, R.N., Rowe, S.E., Thompson, R.A., Solari, E.J., & Schonert-Reichl, K.A. (2021). A Yoga Intervention for Young Children: Self-Regulation and Emotion Regulation. Journal of Child and Family Studies, 30, 2028-2041. https://doi.org/10.1007/s10826-021-01992-6
Roseanne, L.F. (2018). Kindergarten Teachers' Beliefs about the Relationship between Music and Early Learning. Creative Education, 9(12), 1835-1842. https://doi.org/10.4236/ce.2018.912134
St Clair-Thompson, H.L., & Gathercole, S.E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4), 745-759. https://doi.org/10.1080/17470210500162854
Steenkamp, J.-B.E.M., De Jong, M.G., & Baumgartner, H. (2010). Socially Desirable Response Tendencies in Survey Research. Journal of Marketing Research, 47(2), 199-214. https://doi.org/10.1509/jmkr.47.2.199
Ştefan, C.A., Rebega, O.L., & Cosma, A. (2015). Romanian Preschool Teachers’ Understanding of Emotional and Behavioral Difficulties: Implications for Designing Teacher Trainings. Journal of Early Childhood Teacher Education, 36(1), 61-83. https://doi.org/10.1080/10901027.2014.996926
Veloso, A.L. (2020). Rethinking experimental music within music education: Thoughts and feelings after a voyage through the Project INsono. Revista Electrónica de LEEME, 46, 49-67. https://doi.org/10.7203/LEEME.46.17409
Williams, K.E. (2018). Moving to the beat: Using music, rhythm, and movement to enhance self-regulation in early childhood classrooms. International Journal of Early Childhood, 50(1), 85-100. https://doi.org/10.1007/s13158-018-0215-y
Williams, K.E., & Berthelsen, D. (2019). Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities. Psychology of Music, 47(6), 800-820. https://doi.org/10.1177/0305735619861433
Williams, K.E., Bentley, L.A., Savage, S., Eager, R., & Nielson, C. (2022). Rhythm and Movement Delivered by Teachers Supports Self-Regulation Skills of Preschool-Aged Children in Disadvantaged Communities: A clustered RCT. EdArXiv [preprint]. https://doi.org/10.35542/osf.io/px2qu
Willis, E., Dinehart, L., & Bliss, L. (2014). Teachers don’t always do what they think they should: A preliminary validation of the Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire. Journal of Early Childhood Teacher Education, 35(2), 168-184. https://doi.org/10.1080/10901027.2014.905806
Winsler, A., Ducenne, L., & Koury, A. (2011). Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech. Early Education and Development, 22(2), 274-304. https://doi.org/10.1080/10409280903585739
Enlaces refback
- No hay ningún enlace refback.
Copyright (c) 2023 Siu-Ping NG, Alfredo Bautista, Kate E. Williams