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Early Childhood Brain Development and Elementary Music Curricula: Are They in Tune?

Yıl 2008, Sayı: 16, 184 - 191, 09.05.2013

Öz

Advancements in early childhood development, parallels of music and language, and the elementary music curriculum are invaluable in the music education of young children. By using an active, experimental approach to music making, we help develop literate, expressive musicians. In A Commonsense View of All Music, Blacking states, "there is so much music in the world that it is reasonable to suppose that music, like language and possibly religion, is a species-specific trait of man. Music may even be genetically inherited and therefore present in almost every human being" (Blacking, 1987: 122). Birkenshaw and Fleming (1997), draws from Blacking's statement that the desire to make music is inherent in all children. As music educators, we have an extremely demanding and incredibly rewarding job. We are given the opportunity to fulfill each child's desire to make music. We give children the gift of music. This gift, if given effectively, is something children will use and cherish for the rest of their lives.

Kaynakça

  • BIRKENSHAW and FLEMING, L. “Music For Young Children: Teaching For The Fullest Development of Every Child”. Early Childhood Connections, 1:6–13, 1997.
  • BLACKING, J, A Commonsense View of All Music. Cambridge, MA: Cambridge University Pres, England – 1987.
  • BOLTON, B. M. “Was That a Musical Response? Eliciting and Evaluating Musical Behaviors in Very Young Children”. Early Childhood Connections, 3: 14–18, 1996.
  • Anonymous, Consortium of National Arts Education Associations. National Standards for Arts Education. Reston, VA: MENC, 1994.
  • DEPIETRO, J. “Baby and The Brain: Advances in Child Development”. Annual Review of Public Health, 21: 455–71, 2000.
  • FEIERABEND, J. “Developing Music Literacy: An Aural Approach for An Aural Art”. Early Childhood Connections, 3: 33–38, 1997a.
  • FEIERABEND, J. “Music and Movement for Infants and Toddlers: Naturally Wonder-Full”. Kodály Envoy, 23(2): 7-10, 1997b.
  • FORRAI, K. “The Influence of Music on The Development of Young Children: Music Research With Children Between 6 and 40 Months.” Early Childhood Connections, 4: 14–18, 1997.
  • GORDON, E. “Early Childhood Music Education: Life or Death? No, a Matter of Birth and Life”. Early Childhood Connections, 3: 7–13, 1996.
  • GORDON, E, A Music Learning Theory for Newborn and Young Children. 2nd ed, GIA Publications, Chicago – 1997.
  • HEYGE, L. and SILLICK, A. “When Is The Right Time? Montessori and The Season for Writing and Reading”. Early Childhood Connections, 3:13–20, 1997.
  • JENSEN, E. (1998). Teaching With the Brain in Mind. Alexandria, VA: Association for supervision and curriculum development – 1998.
  • MCGRAW, G. “Singing in Early Childhood: A Re-Examination of Appropriate Practice”. Early Childhood Connections, 4: 25–35, 2002.
  • MONASTERSKY, R. “A New Round of Research Rattles Old Ideas of How Infants Interpret the World”. Chronicle of Higher Education, 46(29): A22–24, 2000.
  • NAEYC, (1997).National Association for the Education of Young Children. Licensing and public regulation of early childhood programs. Retrieved (Erişim Tarihi: 01/10/2004) http://www.naeyc.org/resources/position%5fst atements/ pslicense.htm October1, 2004 from
  • PAUL, A. M. “A Different Tone of Voice”. Psychology Today 30(5): 22, 1997.
  • PERRY, B. D. “The Developmental Hot Zone”. Early Childhood Today, 15(3): 30–32, 2000.
  • TOTH, B. “Working For Family Literacy: A Conversation With Bea Romer”. Early Childhood Connections, 3: 39–42, 1997.
  • WIENBERGER, N. M. “Brain, Behavior, Biology, and Music: Some Research Findings and Their Implications for Educational Policy”. Arts Education Policy Review, 99(3): 28-37, 1999.
  • WISHON, P. M. and KONOPAK, B. “Historical Antecedents to the Emergence of Preschools in The 21st century”. Early Childhood Connections, 3: 7–14, 2000.
  • WOLFE, P. “News on Brain Gain”. NEA Today, (17)6: 19-20, 1999.

ERKEN ÇOCUKLUK DÖNEMİ BEYİN GELİŞİMİ ve İLKÖĞRETİM MÜZİK PROGRAMI: UYUMLULAR MI?

Yıl 2008, Sayı: 16, 184 - 191, 09.05.2013

Öz

Erken çocukluk dönemi gelişiminde ilerlemeler, müzik ve dilin paralellikleri ve
temel eğitim müzik programı küçük çocukların müzik eğitimlerinde çok
önemlidir. Müzik icrasında aktif, deneysel bir yaklaşımın kullanımı ile bilgili,
ifade gücü yüksek müzisyenler yetiştirmeye yardımcı oluruz. Blacking’e göre
dünyada o kadar çok müzik vardır ki müzik, dil ve din gibi, insanın kendine
özgü bir özelliğidir. Müzik, genetik olarak bile aktarılabilir ve bu nedenle
hemen hemen her insanda mevcuttur (Blacking, 1987: 122). Birkenshaw ve
Fleming (1997) Blacking’in görüşünden, müzik yapma tutkusunun her çocukta
bulunduğu fikrini ileri sürmüşlerdir. Müzik eğitimcileri olarak, son derece
özveri gerektiren ve son derece tatmin edici bir mesleğimiz var. Her çocuğun
müzik yapma tutkusunu gerçekleştirme fırsatı bize verilmiş. Çocuklara müziği
hediye ediyoruz. Bu hediye, etkili bir şekilde verildiğinde, çocukların hayatları
boyunca kullanıp besleyeceği bir şey olacaktır.

Kaynakça

  • BIRKENSHAW and FLEMING, L. “Music For Young Children: Teaching For The Fullest Development of Every Child”. Early Childhood Connections, 1:6–13, 1997.
  • BLACKING, J, A Commonsense View of All Music. Cambridge, MA: Cambridge University Pres, England – 1987.
  • BOLTON, B. M. “Was That a Musical Response? Eliciting and Evaluating Musical Behaviors in Very Young Children”. Early Childhood Connections, 3: 14–18, 1996.
  • Anonymous, Consortium of National Arts Education Associations. National Standards for Arts Education. Reston, VA: MENC, 1994.
  • DEPIETRO, J. “Baby and The Brain: Advances in Child Development”. Annual Review of Public Health, 21: 455–71, 2000.
  • FEIERABEND, J. “Developing Music Literacy: An Aural Approach for An Aural Art”. Early Childhood Connections, 3: 33–38, 1997a.
  • FEIERABEND, J. “Music and Movement for Infants and Toddlers: Naturally Wonder-Full”. Kodály Envoy, 23(2): 7-10, 1997b.
  • FORRAI, K. “The Influence of Music on The Development of Young Children: Music Research With Children Between 6 and 40 Months.” Early Childhood Connections, 4: 14–18, 1997.
  • GORDON, E. “Early Childhood Music Education: Life or Death? No, a Matter of Birth and Life”. Early Childhood Connections, 3: 7–13, 1996.
  • GORDON, E, A Music Learning Theory for Newborn and Young Children. 2nd ed, GIA Publications, Chicago – 1997.
  • HEYGE, L. and SILLICK, A. “When Is The Right Time? Montessori and The Season for Writing and Reading”. Early Childhood Connections, 3:13–20, 1997.
  • JENSEN, E. (1998). Teaching With the Brain in Mind. Alexandria, VA: Association for supervision and curriculum development – 1998.
  • MCGRAW, G. “Singing in Early Childhood: A Re-Examination of Appropriate Practice”. Early Childhood Connections, 4: 25–35, 2002.
  • MONASTERSKY, R. “A New Round of Research Rattles Old Ideas of How Infants Interpret the World”. Chronicle of Higher Education, 46(29): A22–24, 2000.
  • NAEYC, (1997).National Association for the Education of Young Children. Licensing and public regulation of early childhood programs. Retrieved (Erişim Tarihi: 01/10/2004) http://www.naeyc.org/resources/position%5fst atements/ pslicense.htm October1, 2004 from
  • PAUL, A. M. “A Different Tone of Voice”. Psychology Today 30(5): 22, 1997.
  • PERRY, B. D. “The Developmental Hot Zone”. Early Childhood Today, 15(3): 30–32, 2000.
  • TOTH, B. “Working For Family Literacy: A Conversation With Bea Romer”. Early Childhood Connections, 3: 39–42, 1997.
  • WIENBERGER, N. M. “Brain, Behavior, Biology, and Music: Some Research Findings and Their Implications for Educational Policy”. Arts Education Policy Review, 99(3): 28-37, 1999.
  • WISHON, P. M. and KONOPAK, B. “Historical Antecedents to the Emergence of Preschools in The 21st century”. Early Childhood Connections, 3: 7–14, 2000.
  • WOLFE, P. “News on Brain Gain”. NEA Today, (17)6: 19-20, 1999.
Toplam 21 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Sena Otacıoğlu Bu kişi benim

Yayımlanma Tarihi 9 Mayıs 2013
Gönderilme Tarihi 30 Ocak 2014
Yayımlandığı Sayı Yıl 2008 Sayı: 16

Kaynak Göster

APA Otacıoğlu, S. (2013). ERKEN ÇOCUKLUK DÖNEMİ BEYİN GELİŞİMİ ve İLKÖĞRETİM MÜZİK PROGRAMI: UYUMLULAR MI?. Sakarya Üniversitesi Eğitim Fakültesi Dergisi(16), 184-191.