Browsing by Subject "sanavarasto"

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  • Ohraluoma, Jenna (Helsingin yliopisto, 2021)
    Objectives. A lot of research has been done during recent years on children’s language development and creative ways to support it during early childhood. Studies have shown that one significant factor which can support children in learning to read and write is music. The objective of this Master´s thesis is to study music education’s effect on under school age children´s language development measured by Rapid Automatized naming test. In addition, I investigate if there are differences in development between boys and girls or native Finnish speakers and children who speak Finnish as a second language during the two-year longitudinal research. Data for this Master thesis has been collected as a part of Tanja Linnavalli´s dissertation (2019) “Effects of musical experience on children’s language and brain development” which studied the effect of music intervention on children’s language development. Methods. There were 72 participants who were between four-to-five-year-old in the beginning of the study. Data was collected during 2014-2017. There were three study groups: one receiving music play-school, another group receiving dance classes and a third group that acted as a passive control group. Children were evaluated four times during the two-year long research for their speed in naming colours and objects by Rapid Automatized naming test by Niilo Mäki Institute. This Master´s thesis compares the differences between the groups using independent samples t-test. Results and conclusions. The study shows that children who participated to music playschool improved more on naming tests during the follow up than the other groups. Girls improved statistically significantly more than boys and Finnish as a second language speakers improved slightly better than native Finnish speakers. The results support the view that music has a positive impact on the development of language skills. In early childhood education and care, it is important to understand the support music education may offer to language development e.g., children with Finnish as a second language or learning challenges on reading and writing.
  • Polet, Liisa (Helsingin yliopisto, 2018)
    Objectives. The aim of the current study was to explore whether participation in short-term music intervention can increase phonological awareness and the size of vocabulary in 5–6-years-old children. Phonological processing is defined by the ability to recognize and modulate small units of words, like phonemes. Vocabulary is a group of words that represents specific concepts such as objects (nouns). Both phonological processing and the size of vocabulary are known to be related to later reading ability in children. It is also known that children with musical experience perform better on tests measuring language abilities than children without musical experience. Single studies have also reported that short-term music intervention enhances phonological awareness and development of vocabulary in preschool children but more research on this theme is needed. Methods. The sample consisted of 64 children in two cohorts. There were three groups of children: an experimental group with music intervention (n=20), an experimental group with dance intervention (n=24) and a control group (n=20). Music and dance interventions took place in the kindergartens and lasted 3‒6 months. Before and after the interventions the groups were compared with tests of phonological processing and the size of vocabulary. The comparison was made with repeated measures analysis of variance. Results. Differences in the phonological processing or the size of vocabulary between the groups were not found. All children performed better on post-tests than pre-tests. The results of the current study indicate that short-term music intervention does not enhance phonological processing or development of vocabulary in preschool children. The results are contradictory to previous research and highlight the importance of more precise conceptualization of music intervention in the future.