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dc.contributor.authorStadler Elmer, Stefanie
dc.date.accessioned2009-08-03T06:44:31Z
dc.date.available2009-08-03T06:44:31Z
dc.date.issued2009
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/20933
dc.description.abstractLow 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.extent507-511
dc.language.isoeng
dc.subject.othermusicen
dc.subject.otherlanguageen
dc.subject.otherdevelopmenten
dc.subject.otherlearningen
dc.titleHow does children’s music making affect language and communication?en
dc.typeArticleen
dc.identifier.urnURN:NBN:fi:jyu-2009411323
dc.type.dcmitypeText
dc.rights.accesslevelopenAccessfi
dc.relation.conferenceESCOM 2009 : 7th Triennial Conference of European Society for the Cognitive Sciences of Music


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  • ESCOM 2009 [101]
    7th Triennial Conference of European Society for the Cognitive Sciences of Music

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