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Music effects on phonological awareness development in 3-year-old children

2020; Cambridge University Press; Volume: 41; Issue: 2 Linguagem: Inglês

10.1017/s0142716419000535

1469-1817

Maria Manuel Duarte Guimarães Vidal, Marisa Lousada, Marina Vigário,

Cognitive and developmental aspects of mathematical skills

Abstract Music and language engage similar processing mechanisms, including auditory processing and higher cognitive functions, recruiting partially overlapping brain structures. It has been argued that both are related in child development and that linguistic functions can be positively influenced by music training above 4-years-old. In this randomized control study, with a test–training–retest methodology, 44 children (3–4 years old) were assessed with a phonological awareness test, prior and after an intervention period of a school year with weekly music classes (experimental group, n = 23) or visual arts classes (control group, n = 21) in kindergarten. In the preassessment there were no significant differences between groups. When comparing pre- and postassessment, results showed significant differences in both groups, but music classes’ students outperformed the control group, showing larger differences between the beginning and the end of the intervention. Improvement in both groups is expected due to general developmental reasons. However, the fact that children receiving music classes show greater improvement indicates that music lessons have influenced phonological awareness. Our results support the hypothesis that music training may promote language abilities, specifically phonological awareness, prior to the ages previously studied.