How does children’s music making affect language and communication?

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dc.contributor.author Stadler Elmer, Stefanie
dc.date.accessioned 2009-08-03T06:44:31Z
dc.date.available 2009-08-03T06:44:31Z
dc.date.issued 2009
dc.identifier.uri http://hdl.handle.net/123456789/20933
dc.description.abstract Low educations achievement is a risk to become socially excluded. What can music education contribute to children’s education? There is increasing evidence that children benefit from regular and playful musical stimulations from early in life. Among the beneficial domains are language and communication. A brief review on recent studies is given. Next, some problems related to traditional and static concepts of music and language are discussed. After outlining general theoretical assumptions about music and language, the earliest and simplest way of engaging in music and language is the main focus. Song singing and rhyming are both musical and linguistic. Both are founded on play; singing and rhyming are both playing with the timing of sounds in a generic way that is lacking in ordinary speech. Of central importance is the underlying emotional wellbeing related to these activities. Further studies into the co-evolution of vocal musical and linguistic communication should emphasize related emotional states. en
dc.format.extent 507-511
dc.language.iso eng
dc.subject.other music en
dc.subject.other language en
dc.subject.other development en
dc.subject.other learning en
dc.title How does children’s music making affect language and communication? en
dc.type Article en
dc.identifier.urn URN:NBN:fi:jyu-2009411323
dc.identifier.conference ESCOM 2009 : 7th Triennial Conference of European Society for the Cognitive Sciences of Music

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