A study on the importance of instrumental practice in children’s cognitive development

Abstract

This study investigates the benefits of early-age musical instrument learning through a systematic literature review and an observational pilot study involving students aged 5–14 from a private school in Barcelona. Building on prior studies linking musical training to cognitive development, the study examines how structured music programmes influence practice habits, cognitive performance and musical progression. The participants were divided into two groups: Liceo students preparing for conservatory exams and non-Liceo students with limited practice. Data collection combined the use of standardized tests (e.g., WISC-IV) and observational instruments validated by experts. The results revealed that Liceo students practiced an average of 1.5 hours weekly compared to 20 minutes for non- Liceo students. They also completed significantly more musical pieces and performed better in working memory-related subtests, such as Picture Span and Digit Span (p<0.05). These findings underscore the role of structured programs in fostering discipline, technical proficiency and cognitive growth, aligning with existing literature that emphasizes the transformative impact of music education on brain function and skills acquisition. While the study highlighted significant benefits, limitations included a small sample size, reliance on self-reported practice data and short-term focus. Future research should therefore be focussed on increasing participant diversity, incorporating objective practice metrics and exploring the long-term effects of musical training. An examination of teaching methodologies, cross-disciplinary benefits and parental involvement could also enhance understanding. Recommendations emphasize increasing curricular weight for music education, promoting sustained practice and leveraging music’s holistic developmental benefits. This study reaffirms the importance of integrating structured musical training into educational curricula for comprehensive child development.

Keywords

• children’s cognitive development
• instrumental practice
• music
• music education

Supporting Institution

International Rural School, Universidad International de la Rioja, University of Barcelona

Ethical Statement

This study adhered to ethical guidelines to ensure the rights, privacy and well-being of all participants were respected throughout the research process. All consent forms signed by parents were kept in the school safe, with the official centre code 08075979, complying with all security regulations and established ethical codes.

Thanks

We would like to express our deepest gratitude to International Rural School and staff for their invaluable support throughout this research. We are also sincerely grateful to the students and families who participated in this study; their collaboration and willingness to share their experiences were essential to the success of this research. The contributions of the authors to this research were as follows: MBB conceptualized, designed the study, and conducted the data collection and analysis, while SSC co- designed the study and contributed to the manuscript writing and revision. Both authors have reviewed and approved the final version of the manuscript. We declare that there is no conflict of interest associated with this research. Additionally, we acknowledge that the english writing and translation of this manuscript were reviewed and proofread by a native english speaker professional translator to ensure clarity and accuracy.

The importance of instrumental practice in children's cognitive development

Abstract

This study investigates the benefits of early-age musical instrument learning through a systematic literature review and an observational pilot study involving students aged 5–14 from a private school in Barcelona. Building on prior studies linking musical training to cognitive development, the study examines how structured music programmes influence practice habits, cognitive performance and musical progression. The participants were divided into two groups: Liceo students preparing for conservatory exams and non-Liceo students with limited practice. Data collection combined the use of standardized tests (e.g., WISC-IV) and observational instruments validated by experts. The results revealed that Liceo students practiced an average of 1.5 hours weekly compared to 20 minutes for non- Liceo students. They also completed significantly more musical pieces and performed better in working memory-related subtests, such as Picture Span and Digit Span (p<0.05). These findings underscore the role of structured programs in fostering discipline, technical proficiency and cognitive growth, aligning with existing literature that emphasizes the transformative impact of music education on brain function and skills acquisition. While the study highlighted significant benefits, limitations included a small sample size, reliance on self-reported practice data and short-term focus. Future research should therefore be focussed on increasing participant diversity, incorporating objective practice metrics and exploring the long-term effects of musical training. An examination of teaching methodologies, cross-disciplinary benefits and parental involvement could also enhance understanding. Recommendations emphasize increasing curricular weight for music education, promoting sustained practice and leveraging music’s holistic developmental benefits. This study reaffirms the importance of integrating structured musical training into educational curricula for comprehensive child development.

Keywords

• children’s cognitive development
• instrumental practice
• music
• music education

Supporting Institution

International Rural School, Universidad International de la Rioja, University of Barcelona

Ethical Statement

This study adhered to ethical guidelines to ensure the rights, privacy and well-being of all participants were respected throughout the research process. All consent forms signed by parents were kept in the school safe, with the official centre code 08075979, complying with all security regulations and established ethical codes.

Thanks

We would like to express our deepest gratitude to International Rural School and staff for their invaluable support throughout this research. We are also sincerely grateful to the students and families who participated in this study; their collaboration and willingness to share their experiences were essential to the success of this research. The contributions of the authors to this research were as follows: MBB conceptualized, designed the study, and conducted the data collection and analysis, while SSC co- designed the study and contributed to the manuscript writing and revision. Both authors have reviewed and approved the final version of the manuscript. We declare that there is no conflict of interest associated with this research. Additionally, we acknowledge that the english writing and translation of this manuscript were reviewed and proofread by a native english speaker professional translator to ensure clarity and accuracy.

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