Rhythm, Attention and Learning in Early Childhood

[Elizabeth Schwartz]

Geist, K., & Geist, E. A. (2012). Bridging music neuroscience evidence to music therapy best practice in the early childhood classroom: Implications for using rhythm to increase attention and learning. Music Therapy Perspectives, 30(2), 141-144.

ABSTRACT
Recent research efforts in music neuroscience indicate that rhythm can have an effect on attention in adults and engagement in young children. Research in clinical music therapy and on music enrichment also shows that music affects attention and learning in the early childhood classroom. The authors suggest that findings from the research in music neuroscience can be applied when exploring the effect of rhythm on learning in early childhood classroom settings. Forging a new line of research in which defined rhythm-based protocols are tested has important implications for both early childhood music therapy and education.
Again, I was fortunate to visit with the authors in the spring of 2013 and see their ideas being put into action. Dr. Kamile Geist of Ohio University is currently doing research into her theory of rhythm based support of learning. She has created a program called Keep a Beat where she trains early childhood educators in simple rhythm based techniques to use in their classrooms. The protocol for Keep a Beat begins with the teacher chanting and tapping an engaging introductory song. When all the children are participating or demonstrating engagement, the teacher introduces a created rhythmic song with lyrics that support the academic concept targeted in the lesson. The initial research (2008) showed that students demonstrated more active engagement, and attention toward the lesson with the addition of the planned rhythm.

I am looking forward to seeing the completed research, since it will support what we already know – rhythm works!

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