Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms

Abstract

Differences in early self-regulation skills contribute to disparities in success in early learning and school transition, as well as in childhood wellbeing. Self-regulation refers to managing emotional, cognitive and behavioral processes that are conducive to positive adjustment and social relationships. Researchers have identified that various domains of learning and development are enhanced by musical training, and understanding about the neurological processes responsible for such effects is increasing. This paper argues that coordinated rhythmic movement activities in preschool are an effective approach to support the neurological bases of self-regulation. Evidence and theory related to beat synchronization, cognitive benefits of formal music training, and music therapy for clinical populations are discussed to argue that musical activities could be better leveraged in early childhood education. The paper concludes that preschool activities designed to stimulate beat synchronization and motor coordination skills, and embedded in group activities can enhance young children’s motor, auditory, and self-regulatory functioning.