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| 說明 | 1 online resource (43 pages) |
| 文字 | text |
| 無媒介 | computer |
| 成冊 | online resource |
| 附註 | Source: Masters Abstracts International, Volume: 56-05 |
| Adviser: Lori F. Gooding |
| Thesis (M.M.)--The Florida State University, 2017 |
| Includes bibliographical references |
| While there is an immense amount of research on music therapy in early childhood settings as well as published music therapy curricula for early childhood, there is little to no research on the effects of novel and familiar music therapy interventions on child participation within the group setting. The purpose of this study is to investigate teacher's perceptions of overall class participation levels of prekindergarten children when exposed to novel and familiar music therapy interventions as measured by teacher survey. Teachers' knowledge of music therapy goals for different intervention types was also assessed. Participants (N = 2) were a teacher and early child interventionist for a volunteer prekindergarten (VPK) classroom. Six 30-minute music therapy sessions occurred over the course of three weeks. Each session was comprised of a set order of interventions with the specific interventions varying between novel and familiar conditions for each session. The participants were asked to rate overall class participation levels, identify on- and off-task behaviors that occurred, and record their perceived goals of each intervention. Results indicated no significant differences between the new and familiar conditions regarding participation ratings and identified on- and off-task behaviors. However, valuable information was gained concerning teacher identified goals for each intervention type. For session one, the participants identified goals that matched the preselected goals by the researcher for 50-70% of the interventions whereas the participants identified goals for 100% for session six. This information concludes that exposure to music therapy has the possible implications of increased knowledge of the session's purpose. Further results and implications are discussed within the paper |
| Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2019 |
| Mode of access: World Wide Web |
| 主題 | Music |
| Music therapy |
| Early childhood education |
| Electronic books. |
| 0413 |
| 0209 |
| 0518 |
| ISBN/ISSN | 9781369864526 |
