Особливості інклюзивної освіти дітей з порушеннями психологічного розвитку в музичних школах та школах мистецтв

These graphic materials are a poster presentation for the III Congress with international participation "PSYCHOSOMATIC MEDICINE OF THE XXI CENTURY: REALITIES AND PERSPECTIVES". Which took place on November 4-6, 2022 in Kyiv on the Mediamed portal.Дані графічні матеріали є стендовою доповіддю до IІI конгресу з міжнародною участю «ПСИХОСОМАТИЧНА МЕДИЦИНА XXI СТОЛІТТЯ: РЕАЛІЇ ТА ПЕРСПЕКТИВИ». Яка відбувалася 4-6 листопада 2022 року на порталі Mediamed

The Impact of Music Therapy on Language Acquisition in Children with Nonverbal Autism

Through an experimental method, the researcher investigated whether children with autism spectrum disorder (ASD) are more likely to develop verbal communication skills after consistent exposure to songs with lyrics. Six children with nonverbal ASD were exposed to the same song with lyrics, with the goal of increased vocalization and language acquisition. Over nine sessions, subjects were pulled to participate in the experiment. The researcher played the song for the participants, recording the responses from each trial and categorizing them as either full words, verbal approximations, or miscellaneous verbalizations. The findings of the study suggest that there is a relationship between music and language acquisition in children with nonverbal autism spectrum disorder

Musical experience may help the brain respond to second language reading

A person's native language background exerts constraints on the brain's automatic responses while learning a second language. It remains unclear, however, whether and how musical experience may help the brain overcome such constraints and meet the requirements of a second language. This study compared native Chinese English learners who were musicians, non-musicians and native English readers on their automatic brain automatic integration of English letter-sounds with an ERP cross-modal audiovisual mismatch negativity paradigm. The results showed that native Chinese-speaking musicians successfully integrated English letters and sounds, but their non-musician peers did not, despite of their comparable English learning experience and proficiency level. However, native Chinese-speaking musicians demonstrated enhanced cross-modal MMN for both synchronized and delayed letter-sound integration, while native English readers only showed enhanced cross-modal MMN for synchronized integration. Moreover, native Chinese-speaking musicians showed stronger theta oscillations when integrating English letters and sounds, suggesting that they had better top-down modulation. In contrast, native English readers showed stronger delta oscillations for synchronized integration, and their cross-modal delta oscillations significantly correlated with English reading performance. These findings suggest that long-term professional musical experience may enhance the top-down modulation, then help the brain efficiently integrating letter-sounds required by the second language. Such benefits from musical experience may be different from those from specific language experience in shaping the brain's automatic responses to reading.Peer reviewe

Contribución de la música en la mejora de las habilidades de comunicación en la educación infantil

Especialidad: SociosanitariaLa música está presente en la vida del ser humano desde su nacimiento y lo acompaña en todo su desarrollo. El desarrollo del lenguaje y de las habilidades comunicas es un hito que los niños de educación infantil deben de ir logrando a lo largo de su desarrollo para poder llegar a tener una adecuada adaptación a su entorno social y un óptimo desarrollo intelectual. De esta realidad radica que desde el 2006 la competencia lingüística sea una de las competencias básicas que rigen la educación infantil en España. Desde diferentes estudios se ha puesto de manifiesto que hacer un uso adecuado de la música, por parte de los educadores infantiles en sus aulas, puede llegar a contribuir de una manera positiva en el desarrollo de estas habilidades comunicativas en niñas y niños de educación infantil y, además, también se ha evidenciado que la música puede llegar a contribuir de manera positiva en el aprendizaje de una segunda lengua. Por otro lado, también se ha podido objetivar que una gran parte de los educadores infantiles no se sienten lo suficientemente formados a nivel musical como para poder hacer un uso eficaz de la música en sus aulas, lo cual evidencia que en la actualidad no se está haciendo uso de esta valiosa herramienta. Por todo esto se ha propuesto hacer un plan de formación en música para educadores infantilesMusic is present in the life of human beings from birth and accompanies them throughout their development. The development of language and communication skills is a milestone that children in early childhood education must achieve throughout their development in order to be able to adapt adequately to their social environment and achieve an optimal intellectual development. From this reality lies the fact that since 2006 linguistic competence has been one of the basic competencies that govern early childhood education in Spain. Different studies have shown that the appropriate use of music by early childhood educators in their classrooms can contribute in a positive way to the development of these communicative skills in children in early childhood education, and it has also been shown that music can contribute in a positive way to the learning of a second language. On the other hand, it has also been possible to objectify that a large number of early childhood educators do not feel sufficiently trained in music to be able to make an effective use of music in their classrooms, which shows that this valuable tool is not being used at present. For all these reasons, a training plan in music for early childhood educators has been propose

The impact of making music on aural perception and language skills: A research synthesis

This paper provides a synthesis of research on the relationship between music and language, drawing on evidence from neuroscience, psychology, sociology and education. It sets out why it has become necessary to justify the role of music in the school curriculum and summarizes the different methodologies adopted by researchers in the field. It considers research exploring the way that music and language are processed, including differences and commonalities; addresses the relative importance of genetics versus length of time committed to, and spent, making music; discusses theories of modularity and sensitive periods; sets out the OPERA hypothesis; critically evaluates research comparing musicians with non-musicians; and presents detailed accounts of intervention studies with children and those from deprived backgrounds, taking account of the importance of the nature of the musical training. It concludes that making music has a major impact on the development of language skills

Language and Music: Designing a Course at an Academic Level

The parallels that are present between language and music, together with popular beliefs that musicality may be a factor enhancing language learning, especially with regard to pronunciation, prompted the idea of designing an academic course whose main aim was to demonstrate the relation between the two domains from the linguistic perspective. There were eighteen students participating in the course which was an elective for 1st year MA students of English at the University of Łódź. The course content included presentation of direct links between language and music, and of selected studies indicating the influence of music on developing various aspects of linguistic performance, e.g. second language learning (e.g. Pastuszek-Lipińska, 2008; Kolinsky et al., 2009), early reading abilities (Fonseca-Mora et al., 2018) or pitch processing (Besson et al., 2007). The practical part of the course involved testing the students' musical abilities with the use of various tools: tests available online and a sample of a music school entrance exam (based on Rybińska et al., 2016). The participants completed tasks related to their English speech performance, i.e. recording the passage The North Wind and the Sun and analysing their English speech production with the use of acoustic speech analysis software (Praat) in order to learn about the ways in which they could explore the possible links between their musicality and performance in L2 English. The majority of students claimed that they had not been aware of the degree of interplay between language and music, and had overestimated their musical abilities prior to taking the tests, but they saw the potential of music training not only in language learning, but other spheres of human activity

The impact of making music on aural perception and language skills: A research synthesis

This paper provides a synthesis of research on the relationship between music and language, drawing on evidence from neuroscience, psychology, sociology and education. It sets out why it has become necessary to justify the role of music in the school curriculum and summarizes the different methodologies adopted by researchers in the field. It considers research exploring the way that music and language are processed, including differences and commonalities; addresses the relative importance of genetics versus length of time committed to, and spent, making music; discusses theories of modularity and sensitive periods; sets out the OPERA hypothesis; critically evaluates research comparing musicians with non-musicians; and presents detailed accounts of intervention studies with children and those from deprived backgrounds, taking account of the importance of the nature of the musical training. It concludes that making music has a major impact on the development of language skills

Brain plasticity and musical training in infants: A systematic review

Los primeros años son extraordinariamente importantes para todos los aspectos del desarrollo. Diferentes investigaciones dan cuenta de que el entrenamiento musical podría incidir sobre diferentes áreas del desarrollo del infante. El objetivo del siguiente trabajo es rastrear y analizar en la literatura las investigaciones que indican que el entrenamiento musical afectaría las habilidades cognitivas, la anatomía y la actividad cerebral en infantes. Se realizó una búsqueda bibliográfica en bases de datos científicas indexadas (Scielo, Redalyc, ScienceDirect, Pubmed, WOS y Scopus), utilizando las palabras clave: music, music training, music education, child, cognition, brain, development. Se utilizaron como variables de análisis: el instrumento de evaluación empleado, el tipo de intervención empleada y el tiempo de entrenamiento. Los estudios revisados mostraron resultados contrapuestos acerca del efecto del entrenamiento musical en los infantes, aunque, mayoritariamente se ha encontrado que el entrenamiento musical promueve el desarrollo cognitivo e influye en otras áreas.The early years are extremely important to all aspects of development. Different investigations show that musical training could affect different areas of infant development. The objective of the following work is to track and analyze in the literature the research that indicates that music training would affect cognitive abilities, anatomy and brain activity in infants. A bibliographic search was carried out in the indexed scientific databases (Scielo, Redalyc, ScienceDirect, Pubmed, WOS and Scopus), using the keywords: music, music training, music education, child, cognition, brain, development. The following were used as analysis variables: the evaluation instrument used, the type of intervention used and the training time. The reviewed studies showed conflicting results about the effect of musical training in infants, although, for the most part, it has been found that music training promotes cognitive development and influences other areas.Fil: Benitez, Maria Angelica. Universidad Nacional de San Martin. Escuela de Ciencia y Tecnologia. Centro de Estudios Multidisciplinarios En Sistemas Complejos y Ciencias del Cerebro.; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Diaz Abrahan, Veronika Mariana. Universidad Nacional de San Martin. Escuela de Ciencia y Tecnologia. Centro de Estudios Multidisciplinarios En Sistemas Complejos y Ciencias del Cerebro.; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Justel, Nadia. Universidad Nacional de San Martin. Escuela de Ciencia y Tecnologia. Centro de Estudios Multidisciplinarios En Sistemas Complejos y Ciencias del Cerebro.; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Does music training enhance auditory and linguistic processing? A systematic review and meta-analysis of behavioral and brain evidence

It is often claimed that music training improves auditory and linguistic skills. Results of individual studies are mixed, however, and most evidence is correlational, precluding inferences of causation. Here, we evaluated data from 62 longitudinal studies that examined whether music training programs affect behavioral and brain measures of auditory and linguistic processing (N = 3928). For the behavioral data, a multivariate meta-analysis revealed a small positive effect of music training on both auditory and linguistic measures, regardless of the type of assignment (random vs. non-random), training (instrumental vs. non-instrumental), and control group (active vs. passive). The trim-and-fill method provided suggestive evidence of publication bias, but meta-regression methods (PET-PEESE) did not. For the brain data, a narrative synthesis also documented benefits of music training, namely for measures of auditory processing and for measures of speech and prosody processing. Thus, the available literature provides evidence that music training produces small neurobehavioral enhancements in auditory and linguistic processing, although future studies are needed to confirm that such enhancements are not due to publication bias.info:eu-repo/semantics/publishedVersio