Związek rozwoju muzycznego z rozwojem języka dziecka. Wyzwania dla wczesnej edukacji

• Authors: Suświłło Małgorzata

Title variants

EN

The relationship between children’s musical development and language acquisition challenges for early education

• Languages of publication: PL EN

Abstracts

EN

This paper aims to present the views (supported by the latest scientific research) on the relationship between an individual’s musical development and language acquisition. This paper also describes the challenges that experts in early education must face. The analysis of the relationship between musical development and language acquisition begins with the discussion (based primarily on the works by John A. Slobody, Aniruddh Patel, and Edwin E. Gordon) on what is similar and what is different where music and language are concerned. Further, models of both musical and language development (by Anthony Brandt, Molly Gebrian and L. Robert Slevc) as well as children’s early acquisition of both music and language are all described. Sharing the view that the two processes may be regarded as parallel, i.e. that of children’s musical development and that of their first language acquisition, and taking into consideration that the processes differ, the present author addresses the related challenges for the early education and indicates the concept of social constructivism (by L.S. Vygotsky) as the most relevant paradigm for the language and musical education.

Keywords

PL

muzyka; język; rozwój; wczesna edukacja; podobieństwa; różnice

EN

music; language; development; early education; similarities; differences

• Publisher: Uniwersytet Pomorski w Słupsku
• Journal: Ars inter Culturas
• Year: 2019
• Volume: 8
• Pages: 121-136

Dates

published

2020-01-10

received

2019-07-10

Contributors

author

Suświłło Małgorzata

References

• Brandt, Anthony,Molly Gebrian, L. RobertSlevc.„Music and early language acquisition”. Frontiers in Psychology 3 (2012): 1-17.
• Brown, Steven. „The »musilanguage« model of music evolution”. W The Origins of Music, red. Nils L. Wallin, Björn Merker, Steven Brown, 271-300. Cambridge: MIT Press, 2001.
• Callan, Daniel E., Mitsuo Kawato, Lawrence Parsons, Robert Turner. „Speech and song: The role of cerebellum”. The cerebellum 6 (2007): 321-327.
• Charles, Holly. „Constructivism in the Elementary Music Classroom”. Kodaly Envoy 39, 4 (2013): 4-9.
• Deacon, Terrence W. The Symbolic Species: The Co-evolution of Language and the Brain. New York: W. W. Norton and Company, 1997.
• Fonseca-Mora, Carmen, Carmen Toscano-Fuentes, Kathleen Wermke.„Melodies that help: The relation between language aptitude and musical intelligence”. International Journal of English Studies 22, 1 (2011): 101-118.
• Gordon, Edwin E. Sekwencje uczenia się w muzyce. Umiejętności, zawartość i motywy. Teoria uczenia się muzyki. Tłum. Anna Zielińska-Croom, Ewa Klimas-Kuchtowa. Bydgoszcz: WSP, 1999.
• Gordon, Edwin E. Umuzykalnianie niemowląt i małych dzieci. Tłum. Ewa Kuchtowa, Anna Zielińska. Kraków: Wydawnictwo „Zamiast Korepetycji”, 1997.
• Klimas-Kuchtowa, Ewa. „Znaczenie wczesnego rozwoju muzycznego dla przyszłej muzykalności”.W Człowiek – muzyka – psychologia, red. Wojciech Jankowski, Barbara Kamińska, Andrzej Miśkiewicz, 309-320. Warszawa: AMFC, 2000.
• Marjanen, Kaarina. „The European Music Portfolio. Music Pedagogies as a Support for Language Learning”. Hellenic Journal of Music Education, and Culture 7 (2016): 18-34.
• Moreno, Sylvain, Ellen Bialystok, Raluca Barac, E. Glenn Schellenberg, Nicholas J. Cepeda, Tom Chau.„Short-Term Music Training Enhances Verbal Intelligence and Executive Function”. Psychological Science 22, 11 (2011): 1425-1433.
• Padmanabhan, Balasubramaniam, Neha Soman. „Healer to Destroyer; A Study on the Hybrid Aesthetic Approach to Music and Language through Anna Smaill’s The Chimes”. The Literary Herald. An International Refereed English e-Journal 3, 4 (2017). Dostęp 1.07.2019. www.TLHjournal. Reynolds, Alison M., Suzanne L. Burton. „Serve and return: Communication foundations for early childhood music policy stakeholders”. Arts Education Policy Review 118, 3 (2017): 140-153.
• Rinta, Tija. „Potential use of singing in educational settings with pre-pubertal children possessing speech and voice disorders: a psychological perspective”.British Journal of Music Education 25, 2 (2008): 139-158.
• Rostowski, Jan. Rozwój mózgu człowieka w cyklu życia. Aspekty bioneuropsychologiczne. Warszawa: Difin SA, 2012.
• Sergeant, Desmond, Graham Frederick Welch. „Age-Related Changes in Long-Term Aver-age Spectra of Children’s Voices”. Journal of Voice 22, 6 (2008): 658-670. www.mste.uiuc.edu/courses/ci407su02/students/stansell/Literature%20Review%201.htm.
• Suświłło, Małgorzata. Psychopedagogiczne uwarunkowania wczesnej edukacji muzycznej. Olsztyn: UWM, 2001. Tierney, Adam, Fred Dick, Diana Deutsch, Marty Sereno. „Speech versus Song: Multiple Pitch-Sensitive Areas Revealed by a Naturally Occurring Musical Illusion”. Cerebral Cortex 23, 2 (2012): 249-254.
• Wermke, Kathleen, Werner Mende. „Melody as a primordial legacy from early roots of language”. Behavioral and Brain Sciences 29, 3 (2006): 259-325.
• Wilson, Edward O. The Social Conquest of the Earth. New York: Liveright Publishers, 2012. Zalecenie Parlamentu Europejskiego i Rady z dnia 18 grudnia 2006 roku w sprawie kompetencji kluczowych w procesie uczenia się przez całe życie. Dz.U. Unii Europejskiej L 394/10, t. 49 z 30.12.2006. Dostęp 12.09.2014. www.europa.eu/legal-content/PL/TXT/.
• Zwolińska, Ewa Anna. Sens umuzykalniania. O celowości edukacji muzycznej. Bydgoszcz: Wydawnictwo Uniwersytetu Kazimierza Wielkiego, 2016.