Music Interventions and Child Development

A Critical Review and Further Directions

Elisabeth Dumont, Elena V Syurina, Frans J M Feron, Susan van Hooren

Research output: Contribution to journalReview articleAcademicpeer-review

Abstract

Research on the impact of music interventions has indicated positive effects on a variety of skills. These findings suggest musical interventions may have further potential to support educational processes and development of children. This paper reviews the latest evidence on the effect of musical interventions on the development of primary school-aged children. Four electronic databases were searched from January 2010 through June 2016 using music, music instruction, music education, music lesson, music training, development, child, student, and pupil as key words for the search. Two reviewers independently evaluated the studies to determine whether they met the stated inclusion criteria. Studies were compared on study setup, methodological quality, intervention components, outcome variables, and efficacy. A review of these selected studies (n = 46) suggestive beneficial effects of music intervention on development of children, although clear conclusions cannot be drawn. Possible influencing factors that might contribute to the outcome of intervention are reviewed and recommendations for further research are made.

Original languageEnglish
Article number1694
Number of pages20
JournalFrontiers in Psychology
Volume8
DOIs
Publication statusPublished - 29 Sep 2017

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Music
Child Development
Pupil
Direction compound
Research
Databases
Students
Education

Keywords

  • COMPREHENSION
  • EDUCATION
  • EFFICACY
  • INTELLIGENCE
  • LESSONS
  • PERFORMANCE
  • READINESS
  • SHORT-TERM MUSIC
  • SKILLS
  • WORKING-MEMORY
  • child development
  • child developmental outcomes
  • music
  • music education
  • review

Cite this

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title = "Music Interventions and Child Development: A Critical Review and Further Directions",
abstract = "Research on the impact of music interventions has indicated positive effects on a variety of skills. These findings suggest musical interventions may have further potential to support educational processes and development of children. This paper reviews the latest evidence on the effect of musical interventions on the development of primary school-aged children. Four electronic databases were searched from January 2010 through June 2016 using music, music instruction, music education, music lesson, music training, development, child, student, and pupil as key words for the search. Two reviewers independently evaluated the studies to determine whether they met the stated inclusion criteria. Studies were compared on study setup, methodological quality, intervention components, outcome variables, and efficacy. A review of these selected studies (n = 46) suggestive beneficial effects of music intervention on development of children, although clear conclusions cannot be drawn. Possible influencing factors that might contribute to the outcome of intervention are reviewed and recommendations for further research are made.",
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author = "Elisabeth Dumont and Syurina, {Elena V} and Feron, {Frans J M} and {van Hooren}, Susan",
year = "2017",
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language = "English",
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journal = "Frontiers in Psychology",
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Music Interventions and Child Development : A Critical Review and Further Directions. / Dumont, Elisabeth; Syurina, Elena V; Feron, Frans J M; van Hooren, Susan.

In: Frontiers in Psychology, Vol. 8, 1694, 29.09.2017.

Research output: Contribution to journalReview articleAcademicpeer-review

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AB - Research on the impact of music interventions has indicated positive effects on a variety of skills. These findings suggest musical interventions may have further potential to support educational processes and development of children. This paper reviews the latest evidence on the effect of musical interventions on the development of primary school-aged children. Four electronic databases were searched from January 2010 through June 2016 using music, music instruction, music education, music lesson, music training, development, child, student, and pupil as key words for the search. Two reviewers independently evaluated the studies to determine whether they met the stated inclusion criteria. Studies were compared on study setup, methodological quality, intervention components, outcome variables, and efficacy. A review of these selected studies (n = 46) suggestive beneficial effects of music intervention on development of children, although clear conclusions cannot be drawn. Possible influencing factors that might contribute to the outcome of intervention are reviewed and recommendations for further research are made.

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