Okul Öncesi Dönem Çocuklarının Davranışsal Öz Düzenleme Becerileri ile Ritim Algısı Arasındaki İlişkinin İncelenmesi

Yıl 2025, Cilt: 11 Sayı: 2, 260 - 283, 01.08.2025

Müge Yurtsever Kılıçgün

Öz

Bu araştırmanın temel amacı, 4-6 yaş grubu çocuklarının davranışsal öz düzenleme becerileri ile ritim algısı arasındaki ilişkinin incelenmesidir. Ayrıca araştırma kapsamında, cinsiyet ve yaşın bu yaş grubundaki çocukların davranışsal öz düzenleme ve ritim algısı üzerindeki etkisi de incelenmiştir. Araştırmanın temel varsayımı; gelişimsel açıdan, yaşamın erken dönemlerindeki ritim algısındaki farklılıkların, davranışsal öz düzenlemenin temelinde etkili ve uygun bir değerlendirme alanı olarak işlev görebileceğidir. Araştırma konusu gerekçelendirilirken, öz düzenleme ve ritim algısına dair bir dizi nörolojik araştırma bulgusu temel alınmıştır. Araştırmanın örnekleminde 4-6 yaş arası 280 çocuk yer almıştır. Araştırma verileri, Baş-Ayak-Diz-Omuz Dokunma Testi ve İşitsel Örüntü Performans Değerlendirme Testi aracılığıyla toplanmıştır. Araştırma bulgularına göre; 4-6 yaş grubu çocuklarda, davranışsal öz düzenleme becerisi ile ritim algısı arasında pozitif yönlü ve yaşla birlikte güçlenen bir ilişkinin olduğu görülmüştür. Çocukların yaşları arttıkça hem davranışsal öz düzenleme hem de ritim algısı puanlarında artış gerçekleşmiştir. Cinsiyet değişkeni, çocukların davranışsal öz düzenleme becerileri ve ritim algısında anlamlı farklılıklara yol açmasa da, kızların bu alanlardaki puanları erkeklere göre daha yüksek olma eğilimi göstermiştir. Araştırma bulguları kapsamında, 4-6 yaş grubu çocuklardaki ritim algısının hem davranışsal öz düzenlemenin değerlendirilmesinde etkili bir değişken olabileceği, hem de öz düzenlemenin geliştirilmesinde etkili bir uygulama alanı olabileceği düşünülmektedir. Ayrıca, özellikle ritim algısını destekleyen müdahale programlarının dezavantajlı çocuklarda davranışsal öz düzenlemeye olumlu katkılar sağlayabileceği öngörülmektedir.

Anahtar Kelimeler

Davranışsal öz düzenleme , Ritim algısı , Ritim senkronizasyonu , Erken çocukluk

Etik Beyan

Bu araştırma Erzincan Binali Yıldırım Üniversitesi İnsan Araştırmaları Eğitim Bilimleri Etik Kurulu’nun 28.02.2022 tarihinde 02 sayılı oturumunda 02/12 sayılı kararı ile etik yönden uygun bulunmuştur.

Investigating the Relationship Between Preschool Children's Behavioral Self-Regulation Skills and Rhythm Perception

Öz

The primary purpose of this study is to reveal the relationship between behavioral self-regulation skills and rhythm perception of children aged 4-6. Furthermore, the study investigated whether gender and age had an effect on behavioral self-regulation and rhythm perception among children in this age group. The main assumption of the study is that, from a developmental perspective, differences in rhythm perception from the early stages of life may serve as an effective and appropriate area of assessment in the foundation of behavioral self-regulation. In justifying the research topic, a set of neurological findings concerning self-regulation and rhythm perception served as the foundation. The study sample included 280 children between the ages of 4 and 6. The research data were collected through the Head-Toes-Knees-Shoulders Touch Test and the Auditory Pattern Performance Assessment Test. According to the research findings, there is a positive relationship between behavioral self-regulation skills and rhythm perception in children aged 4 to 6, and this relationship becomes stronger with age. As the children got older, behavioral self-regulation and rhythm perception scores increased. Although the gender variable did not result in significant differences in children's behavioral self-regulation skills and rhythm perception, girls' scores in these areas tended to be higher than those of boys'. Within the scope of the research findings, it is thought that rhythm perception in children aged 4 to 6 may serve both as an effective variable in the assessment of behavioral self-regulation and as an effective application area in the development of self-regulation. It is also predicted that intervention programs that specifically support rhythm perception can make positive contributions to behavioral self-regulation in disadvantaged children.

Anahtar Kelimeler

Behavioral self-regulation , Rhythm perception , Rhythm synchronization , Early childhood

Etik Beyan

This research has been deemed ethically acceptable by the Erzincan Binali Yıldırım University Human Research Education Sciences Ethics Committee in its decision numbered 02/12 at its meeting numbered 02 on 28 February 2022.

Kaynakça

• Alexander, J. M., Carr, M., & Schwanenflugel, P. J. (1995). Development of metacognition in gifted children: Directions for future research. Developmental Review, 15(1), 1-37. https://doi.org/10.1006/drev.1995.1001
• Baer, L. H., Park, M. T. M., Bailey, J. A., Chakravarty, M. M., Li, K. Z. H., & Penhune, V. B. (2015). Regional cerebellar volumes are related to early musical training and finger tapping performance. Neuroimage, 109, 130-139. https://doi.org/10.1016/j.neuroimage.2014.12.076
• Bailey, J. A., & Penhune, V. B. (2010). Rhythm synchronization performance and auditory working memory in early-and late-trained musicians. Experimental Brain Research, 204, 91-101. https://doi.org/10.1007/s00221-010-2299-y
• Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education & Development, 25(1), 56-70. https://doi.org/10.1080/10409289.2013.780505
• Bégel, V., Dalla Bella, S., Devignes, Q., Vandenbergue, M., Lemaître, M.-P., & Dellacherie, D. (2022). Rhythm as an independent determinant of developmental dyslexia. Developmental Psychology, 58(2), 339-358. https://doi.org/10.1037/dev0001293
• Bobin-Bègue, A. (2019). Rhythms in early development. In Apter, G., Devouche, E., Gratier, M. (eds) Early interaction and developmental psychopathology (pp. 55-86), Springer, Cham. https://doi.org/10.1007/978-3-030-04769-6_4
• Bentley, L. (2023). Evaluation of the rhythm and movement for self-regulation program (RAMSR) [Doctoral dissertation]. Queensland University of Technology. https://doi.org/10.5204/thesis.eprints.240791
• Bentley, L. A., Eager, R., Savage, S., Nielson, C., White, S. L., & Williams, K. E. (2023). A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self‐regulation, and school readiness. Developmental Science, 26(5), Article e13358. https://doi.org/10.1111/desc.13358
• Bobin Steele, C. J., Bailey, J. A., Zatorre, R. J., & Penhune, V. B. (2013). Early musical training and white-matter plasticity in the corpus callosum: Evidence for a sensitive period. Journal of Neuroscience, 33(3), 1282-1290. https://doi.org/10.1523/JNEUROSCI.3578-12.2013
• Brocki, K. C., & Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental Neuropsychology, 26(2), 571-593. https://doi.org/10.1207/s15326942dn2602_3
• Bryce, D., & Whitebread, D. (2012). The development of metacognitive skills: Evidence from observational analysis of young children’s behavior during problem-solving. Metacognition and Learning, 7(3), 197-217. https://doi.org/10.1007/s11409-012-9091-2
• Cabbard, C. (1992). Lifelong motor development (4th Ed.). US: Wm. C. Brown Publishers, McGraw-Hill Inc.
• Cameron, D. J., & Grahn, J. A. (2015). The neuroscience of rhythm. In Susan Hallam, Ian Cross, & Michael H. Thaut (eds), The Oxford handbook of music psychology (pp. 357–368). https://doi.org/10.1093/oxfordhb/9780198722946.013.25
• Carr, K. W., Tierney, A., White-Schwoch, T., & Kraus, N. (2016). Intertrial auditory neural stability supports beat synchronization in preschoolers. Developmental Cognitive Neuroscience, 17, 76-82. https://doi.org/10.1016/j.dcn.2015.12.003
• Center on the Developing Child at Harvard University (2011). Building the brain’s “Air Traffic Control” system: How early experiences shape the development of executive function. Working paper No. 11. https://developingchild.harvard.edu/wp-content/uploads/2024/10/How-Early-Experiences-Shape-the- Development-of-Executive-Function.pdf
• Colling, L. J., Noble, H. L., & Goswami, U. (2017). Neural entrainment and sensorimotor synchronization to the beat in children with developmental dyslexia: An EEG study. Frontiers in Neuroscience, 11, Article 360. https://doi.org/10.3389/fnins.2017.00360
• Colverson, A., Barsoum, S., Cohen, R., & Williamson, J. (2024). Rhythmic musical activities may strengthen connectivity between brain networks associated with aging-related deficits in timing and executive functions. Experimental Gerontology, 186, 112354. https://doi.org/10.1016/j.exger.2023.112354
• Coyne, M. A., Vaske, J. C., Boisvert, D. L., & Wright, J. P. (2015). Sex differences in the stability of self-regulation across childhood. Journal of Developmental and Life-Course Criminology, 1, 4-20. https://doi.org/10.1007/s40865-015-0001-6
• Cumming, R., Wilson, A., Leong, V., Colling, L. J., & Goswami, U. (2015). Awareness of rhythm patterns in speech and music in children with specific language impairments. Frontiers in Human Neuroscience, 9, Article 672. https://doi.org/10.3389/fnhum.2015.00672
• da Silva, M. A. C., Mota, J. G., Lemos, N. B. A. G., Martins, C. M. D. L., & Bandeira, P. F. R. (2024). Evidence of validity of the Head-Toes-Knees-Shoulders Revised (HTKS-R) for Brazilian children. Child Neuropsychology, 1-12. https://doi.org/10.1080/09297049.2024.2424330
• Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964. https://doi.org/10.1126/science.120452
• Distefano, R., Grenell, A., Palmer, A. R., Houlihan, K., Masten, A. S., & Carlson, S. (2021). Self-regulation as promotive for academic achievement in young children across risk contexts. Cognitive Development, 58, Article 101050. https://doi.org/10.1016/j.cogdev.2021.101050
• Drake, C., Jones, M. R., & Baruch, C. (2000). The development of rhythmic attending in auditory sequences: attunement, referent period, focal attending. Cognition, 77(3), 251-288. https://doi.org/10.1016/S0010-0277(00)00106-2
• Elisana, P., George, P., Ilias, A., Nikoleta, M., Vasiliki, Z., & Konstantina, K. (2012). How is the rhythmic ability of preschool children affected by the implementation of a music-movement program? European Psychomotricity Journal, 4, 49-56.
• Feng, X., Hooper, E. G., & Jia, R. (2017). From compliance to self-regulation: Development during early childhood. Social Development, 26, 981-995. https://doi.org/10.1111/sode.12245
• Fitch, W. T. (2013). Rhythmic cognition in humans and animals: Distinguishing meter and pulse perception. Frontiers in Systems Neuroscience, 7, Article 68. PMC. https://doi.org/10.3389/fnsys.2013.00068
• Fiveash, A., Bedoin, N., Gordon, R. L., & Tillmann, B. (2021). Processing rhythm in speech and music: Shared mechanisms and implications for developmental speech and language disorders. Neuropsychology, 35(8), 771-791. https://doi.org/10.1037/neu0000766
• George, E. M., & Coch, D. (2011). Music training and working memory: An ERP study. Neuropsychologia, 49(5), 1083-1094. https://doi.org/10.1016/j.neuropsychologia.2011.02.001
• Gillespie, L. (2015). It takes two: The role of co-regulation in building self-regulation skills. YC Young Children, 70(3), 94-96.
• Gioia, K. A., & Tobin, R. M. (2010). Role of sociodramatic play in promoting self-regulation. In C. E. Schaefer (Ed.), Play therapy for preschool children (pp. 181-198), American Psychological Association. https://doi.org/10.1037/12060-009
• Grahn, J. A., & Brett, M. (2007). Rhythm and beat perception in motor areas of the brain. Journal of Cognitive Neuroscience, 19(5), 893-906. https://doi.org/10.1162/jocn.2007.19.5.893
• Grahn, J. A., & McAuley, J. D. (2009). Neural bases of individual differences in beat perception. NeuroImage, 47(4), 1894–1903. https://doi.org/10.1016/j.neuroimage.2009.04.039
• Haegens, S., & Golumbic, E. Z. (2018). Rhythmic facilitation of sensory processing: A critical review. Neuroscience & Biobehavioral Reviews, 86, 150-165. https://doi.org/10.1016/j.neubiorev.2017.12.002
• Hennessy, S. L., Sachs, M. E., Ilari, B., & Habibi, A. (2019). Effects of music training on inhibitory control and associated neural networks in school-aged children: A longitudinal study. Frontiers in Neuroscience, 13(1080), 1-16. https://doi.org/10.3389/fnins.2019.01080
• Hosseini-Kamkar, N., & Morton, J. B. (2014). Sex differences in self-regulation: an evolutionary perspective. Frontiers in Neuroscience, 8, 233. https://doi.org/10.3389/fnins.2014.00233
• Howard, S. J., & Williams, K. E. (2018). Early self-regulation, early self-regulatory change, and their longitudinal relations to adolescents' academic, health, and mental well-being outcomes. Journal of Developmental & Behavioral Pediatrics, 39(6), 489-496. https://doi.org/10.1097/DBP.0000000000000578
• Jordan, M. (2013). Looking at gender differences in preschoolers’ self-regulation through multiple lenses [Bachelor's Theses]. University of Michigan. https://deepblue.lib.umich.edu/bitstream/handle/2027.42/98915/jsmagat.pdf?sequence=1&isAllowed=y
• Khomais, S., Al-Khalidi, N., & Alotaibi, D. (2019). Dramatic play in relation to self-regulation in preschool age. Contemporary Issues in Education Research (CIER),12(4), 103-112. https://doi.org/10.19030/cier.v12i4.10323
• Kirschner, S., & Tomasello, M. (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior, 31(5), 354-364. https://doi.org/10.1016/j.evolhumbehav.2010.04.004
• Klenberg, L., Korkman, M., & Lahti-Nuuttila, P. (2001). Differential development of attention and executive functions in 3-to 12-year-old Finnish children. Developmental Neuropsychology, 20(1), 407-428. https://doi.org/10.1207/S15326942DN2001_6
• Korucu, I., Ayturk, E., Finders, J. K., Schnur, G., Bailey, C. S., Tominey, S. L., & Schmitt, S. A. (2022). Self-regulation in preschool: Examining its factor structure and associations with pre-academic skills and social-emotional competence. Frontiers in Psychology, 12, Article 717317. https://doi.org/10.3389/fpsyg.2021.717317
• Leow, L. A., & Grahn, J. A. (2014). Neural mechanisms of rhythm perception: present findings and future directions. Advances in Experimental Medicine and Biology, 829, 325-338. https://doi.org/10.1007/978-1-4939-1782-2_17
• Lesiuk, T. (2015). Music perception ability of children with executive function deficits. Psychology of Music, 43(4), 530-544.https://doi.org/10.1177/030573561452268
• London, J. (2012). The Neurobiology and Development of Rhythm. Hearing in Time: Psychological Aspects of Musical Meter (2nd ed). (pp. 48-64). https://doi.org/10.1093/acprof:oso/9780199744374.003.0003
• Luo, C., Guo, Z. W., Lai, Y. X., Liao, W., Liu, Q., Kendrick, K. M., ... & Li, H. (2012). Musical training induces functional plasticity in perceptual and motor networks: insights from resting-state FMRI. PLoS One, 7(5). https://doi.org/10.1371/journal.pone.0036568
• Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689 704. https://doi.org/10.1037/a0014240
• McAuley, J. D. (2010). Tempo and rhythm. In M. R. Jones (Ed.), Music perception (pp. 165-199), Springer Science+Business Media. https://doi.org/10.1007/978-1-4419-6114-3_6
• McAuley, J. D., & Henry, M. J. (2010). Modality effects in rhythm processing: Auditory encoding of visual rhythms is neither obligatory nor automatic. Attention, Perception, & Psychophysics, 72(5), 1377-1389. https://doi.org/10.3758/APP.72.5.1377
• McClelland, M. M., & Tominey, S. L. (2014). The development of self-regulation and executive function in young children. Zero to Three, 35(2), Article 2.
• McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314-324. https://doi.org/10.1016/j.ecresq.2012.07.008
• Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self-regulation across early childhood. Developmental Psychology, 52(11), 1744-1762. https://doi.org/10.1037/dev0000159
• Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689-704. htps://doi.org/10.1037/a0014240
• Münte, T.F., Altenmüller, E., & Jäncke, L. (2002). The musician's brain as a model of neuroplasticity. Nature Reviews Neuroscience, 3(6), 473-478. https://doi.org/10.1038/nrn843
• Nederlanden, C. M. V. B. d., Taylor, J. E. T., & Grahn, J. A. (2019). Neural basis of rhythm perception. In M. H. Thaut & D. A. Hodges (Eds.), The Oxford handbook of music and the brain (pp. 165-186). Oxford Library of Psychology, Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198804123.013.8
• Overy, K., Nicolson, R. I., Fawcett, A. J., & Clarke, E. F. (2003). Dyslexia and music: Measuring musical timing skills. Dyslexia, 9(1), 18-36. https://doi.org/10.1002/dys.233
• Patel, A. D. (2006). Musical rhythm, linguistic rhythm, and human evolution. Music Perception, 24(1), 99-104. https://doi.org/10.1525/mp.2006.24.1.99
• Pintrich, P. R., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. In Perry, R. P., Smart, J. C. (eds) The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 731-810). Springer, Dordrecht. https://doi.org/10.1007/1-4020-5742-3_16
• Phillips-Silver, J., & Trainor, L. J. (2005). Feeling the beat: movement influences infant rhythm perception. Science, 308(5727), 1430-1430. https://doi.org/10.1126/science.1110922
• Pollatou, E., Karadimou, K., & Gerodimos, V. (2005). Gender differences in musical aptitude, rhythmic ability and motor performance in preschool children. Early child development and care, 175(4), 361-369. https://doi.org/10.1080/0300443042000270786
• Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23(2), 141-158. https://doi.org/10.1016/j.ecresq.2007.01.004
• Proksch, S., Comstock, D. C., Médé, B., Pabst, A., & Balasubramaniam, R. (2020). Motor and predictive processes in auditory beat and rhythm perception. Frontiers in Human Neuroscience, 14, Article 578546. https://doi.org/10.3389/fnhum.2020.578546
• Provasi, J., & Bobin-Bègue, A. (2003). Spontaneous motor tempo and rhythmical synchronisation in 2½-and 4-year-old children. International Journal of Behavioral Development, 27(3), 220-231. https://doi.org/10.1080/01650250244000290
• Putkinen, V., Tervaniemi, M., Saarikivi, K., & Huotilainen, M. (2015). Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood. Annals of the New York Academy of Sciences, 1337(1), 153-162. https://doi.org/10.1111/nyas.12656
• Puyjarinet, F., Bégel, V., Lopez, R., Dellacherie, D., & Dalla Bella, S. (2017). Children and adults with attention-deficit/hyperactivity disorder cannot move to the beat. Scientific Reports, 7(1), Article 11550. https://doi.org/10.1038/s41598-017-11295-w
• Quiñones-Camacho, L. E., & Davis, E. L. (2020). Children’s awareness of the context-appropriate nature of emotion regulation strategies across emotions. Cognition and Emotion, 34(5), 977-985. https://doi.org/10.1080/02699931.2019.1687426
• Rademacher, A., & Koglin, U. (2019). The concept of self-regulation and preschoolers’ social-emotional development: A systematic review. Early Child Development and Care, 189(14), 2299-2317. https://doi.org/10.1080/03004430.2018.1450251
• Rodríguez, S., González-Suárez, R., Vieites, T., Piñeiro, I., & Díaz-Freire, F. M. (2022). Self-regulation and students well-being: A systematic review 2010-2020. Sustainability, 14(4), 23-46. https://doi.org/10.3390/su14042346
• Roebers, C. M., Schmid, C., & Roderer, T. (2009). Metacognitive monitoring and control processes involved in primary school children's test performance. British Journal of Educational Psychology, 79(4), 749-767. https://doi.org/10.1348/978185409X429842
• Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: appropriate use and interpretation. Anesthesia & Analgesia, 126(5), 1763-1768. https://doi.org/10.1213/ANE.0000000000002864
• Seoane, K. J. (2016). Parenting the self with self-applied touch: A dance/movement therapy approach to self-regulation. American Journal of Dance Therapy, 38, 21-40. https://doi.org/10.1007/s10465-016-9207-3
• Sezgin, E. & Demiriz, S. (2015). Davranış düzenleme becerileri ölçme aracı Baş-Ayak Parmakları-Dizler-Omuzlar (BADO) görevlerinin geçerlik ve güvenirlik çalışması. ACED International Journal of Family, Child and Education, 7, 52-71. https://doi.org/10.17359/ACED.2015714074
• Størksen, I., Ellingsen, I. T., Wanless, S. B., & McClelland, M. M. (2015). The influence of parental socioeconomic background and gender on self-regulation among 5-year-old children in Norway. Early Education and Development, 26(5-6), 663-684. https://doi.org/10.1080/10409289.2014.932238
• Sun, C., Meng, X., Dong, Q., & Nan, Y. (2025). Neural rhythm processing predicts later executive functions and self-regulation in early adolescence. Personality and Individual Differences, 236, Article 113033. https://doi.org/10.1016/j.paid.2024.113033
• Tandon, P. S., Klein, M., Saelens, B. E., Christakis, D. A., Marchese, A. J., & Lengua, L. (2018). Short term impact of physical activity vs. sedentary behavior on preschoolers' cognitive functions. Mental Health and Physical Activity, 15, 17-21. https://doi.org/10.1016/j.mhpa.2018.06.004
• Thaut, M. H. (2010). Neurologic music therapy in cognitive rehabilitation. Music Perception, 27(4), 281-285. https://doi.org/10.1525/mp.2010.27.4.281
• Thaut, M. H., Gardiner, J. C., Holmberg, D., Horwitz, J., Kent, L., Andrews, G., ... & McIntosh, G. R. (2009). Neurologic music therapy improves executive function and emotional adjustment in traumatic brain injury rehabilitation. Annals of the New York Academy of Sciences, 1169(1), 406-416. https://doi.org/10.1111/j.1749-6632.2009.04585
• Thompson, E. C., White-Schwoch, T., Tierney, A., & Kraus, N. (2015). Beat synchronization across the lifespan: Intersection of development and musical experience. PloS One, 10(6), Article e0128839. https://doi.org/10.1371/journal.pone.0128839
• Thut, G., Miniussi, C., & Gross, J. (2012). The functional importance of rhythmic activity in the brain. Current Biology, 22(16), 658-663. http://dx.doi.org/10.1016/j.cub.2012.06.06
• Trehub, S. E., & Thorpe, L. A. (1989). Infants' perception of rhythm: categorization of auditory sequences by temporal structure. Canadian Journal of Psychology, 43(2), 217-229.
• Tsapakidou, A., Zachopoulou, E., & Gini, V. (2001). Complexity of rhythmic ability as measured in preschool children. Perceptual and motor skills, 92(3), 777-785. https://doi.org/10.2466/pms.2001.92.3
• van der Stel, M., & Veenman, M. V. (2010). Development of metacognitive skillfulness: A longitudinal study. Learning and İndividual Differences, 20(3), 220-224. https://doi.org/10.1016/j.lindif.2009.11.005
• Veijalainen, J., Reunamo, J., & Heikkilä, M. (2021). Early gender differences in emotional expressions and self-regulation in settings of early childhood education and care. Early Child Development and Care, 191(2), 173-186. https://doi.org/10.1080/03004430.2019.1611045
• Vuust, P., Gebauer, L. K., & Witek, M. A. G. (2014). Neural underpinnings of music: The polyrhythmic brain. In H. Merchant & V. de Lafuente (Eds.), Neurobiology of interval timing (pp. 339-356). Springer. https://doi.org/10.1007/978-1-4939-1782-2_18
• Walter, O., & Sat, E. (2013). Dance and its influence on emotional self-control and regulation and emotional intelligence abilities among early childhood-aged children. International Journal of Arts & Sciences, 6(4), 77-97.
• Williams, K. E. (2018). Moving to the beat: Using music, rhythm, and movement to enhance self-regulation in early childhood classrooms. International Journal of Early Childhood, 50(1), 85-100. https://doi.org/10.1007/s13158-018-0215-y
• Williams, K. E., & Berthelsen, D. (2019). Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities. Psychology of Music, 47(6), 800-820. https://doi.org/10.1177/03057356198614
• Williams, K E., Bentley, L., Eager, R., Savage, S., & Nielson, C. (2021). Rhythm and movement for self-regulation (RAMSR) 2020-2021. RCT and follow-up. Research Brief. Queensland University of Technology. https://eprints.qut.edu.au/227188/
• Williams, K. E., Bentley, L. A., Savage, S., Eager, R., & Nielson, C. (2023). Rhythm and movement delivered by teachers supports self-regulation skills of preschool-aged children in disadvantaged communities: A clustered RCT. Early Childhood Research Quarterly, 65, 115-128. https://doi.org/10.1016/j.ecresq.2023.05.008
• Williams, K. E., Savage, S., & Eager, R. (2020). Rhythm and movement for self-regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol. BMJ Open, 10(9), Article e036392. https://doi.org/10.1136/bmjopen-2019-036392
• Woodruff Carr, K., White-Schwoch, T., Tierney, A. T., Strait, D. L., & Kraus, N. (2014). Beat synchronization predicts neural speech encoding and reading readiness in preschoolers. Proceedings of the National Academy of Sciences, 111(40), 14559-14564. https://doi.org/10.1073/pnas.140621911
• Yetti, E. (2021). Moving to the beats: The effect of dance education on early self-regulation. Jurnal Pendidikan Usia Dini, 15(2), 395-408. https://doi.org/10.21009/JPUD.152.11
• Yu, L., & Myowa, M. (2021). The early development of tempo adjustment and synchronization during joint drumming: A study of 18‐to 42‐month‐old children. Infancy, 26(4), 635-646. https://doi.org/10.1111/infa.12403
• Zachariou, A., & Whitebread, D. (2015). Musical play and self-regulation: Does musical play allow for the emergence of self-regulatory behaviours? International Journal of Play, 4(2), 116-135. https://doi.org/10.1080/21594937.2015.1060572
• Zachariou, A., & Whitebread, D. (2019). Developmental differences in young children's self-regulation. Journal of Applied Developmental Psychology, 62, 282-293. https://doi.org/10.1016/j.appdev.2019.02.002
• Zeidner, M., Boekaerts, M., & Pintrich, P. R. (2000). Self-regulation: Directions and challenges for future research. In Handbook of self-regulation (pp. 749-768), Academic Press. https://doi.org/10.1016/B978-012109890-2/50052-4
• Zentner, M., & Eerola, T. (2010). Rhythmic engagement with music in infancy. Proceedings of the National Academy of Sciences, 107(13), 5768-5773. https://doi.org/10.1073/pnas.1000121107