Lee Liza, Ho Han-Ju
Department and Graduate Institute of Early Childhood Development and Education, Chaoyang University of Technology, Taichung City, 413, Taiwan.
Sci Rep. 2025 Jul 2;15(1):23636. doi: 10.1038/s41598-025-09177-7.
This study examines the integration of technology into the Holistic Music Educational Approach for Young Children (HMEAYC) by analyzing children's movement sequences during musical rhythm activities. Specifically, it investigates the effects of technology-enhanced music on children's initiating actions and movement patterns, comparing those with prior music experience to those without. A total of 75 children (43 boys and 32 girls), aged 3-6 years and enrolled in central Taiwan kindergartens, participated in the study. They were categorized into two clusters: Cluster 1 (n = 23) with minimal prior music exposure and Cluster 2 (n = 52) with previous musical experience. Researchers analyzed over 10 h of video recordings using a coding scheme that classified behaviors into six categories: Observation, Execution, Correct Performance, Abandonment, and Restart. Sequential behavior analysis revealed that children in Cluster 2 demonstrated significantly higher adaptability and reflective learning, showing more effective transitions, particularly from Observation to Execution and from Execution to Correct Performance. In contrast, Cluster 1 children exhibited limited behavioral flexibility, frequently repeating actions without evident improvements. Individual Performance (IP) did not manifest a statistically significant disparity among the clusters; nevertheless, a trend-level variation was detected. This indicates a plausible differentiation in children's independent rhythmic execution, which necessitates additional inquiry. These findings suggest that technology-integrated HMEAYC enhances young learners' engagement and adaptability. Future studies should explore targeted interventions to support children with minimal musical experience and conduct longitudinal research to assess the long-term cognitive and social impacts of technology-enhanced music education.
本研究通过分析儿童在音乐节奏活动中的动作序列，考察了技术在幼儿整体音乐教育方法（HMEAYC）中的整合情况。具体而言，研究调查了技术增强音乐对儿童起始动作和运动模式的影响，并将有音乐经验的儿童与没有音乐经验的儿童进行了比较。共有75名年龄在3至6岁之间、就读于台湾中部幼儿园的儿童参与了这项研究。他们被分为两组：第一组（n = 23）之前几乎没有接触过音乐，第二组（n = 52）有过音乐经验。研究人员使用一种编码方案对超过10小时的视频记录进行了分析，该方案将行为分为六类：观察、执行、正确表现、放弃和重新开始。序列行为分析表明，第二组儿童表现出显著更高的适应性和反思性学习能力，表现出更有效的过渡，特别是从观察到执行以及从执行到正确表现的过渡。相比之下，第一组儿童的行为灵活性有限，经常重复动作且没有明显改进。个体表现（IP）在两组之间没有表现出统计学上的显著差异；然而，检测到了一种趋势水平的差异。这表明儿童在独立节奏执行方面可能存在差异，需要进一步探究。这些发现表明，技术整合的HMEAYC增强了年轻学习者的参与度和适应性。未来的研究应该探索有针对性的干预措施，以支持音乐经验最少的儿童，并进行纵向研究，以评估技术增强音乐教育的长期认知和社会影响。
