Welch Graham Frederick, Baxter Hazel
Institute of Education, University College London, London, United Kingdom.
Front Psychol. 2025 Aug 20;16:1595834. doi: 10.3389/fpsyg.2025.1595834. eCollection 2025.
This exploratory, pre-post study considers the impact of collective singing within inner London Primary classrooms on young children's vocal development and sense of health and wellbeing. Data on singing and wellbeing were collected from children between the ages of five and seven before and at the conclusion of a whole class singing program. The program was led by professional singers from a charitable singing foundation who visited the school every 2 weeks over a period of 6 months (January 2024 to June 2024). Class teachers were expected to lead collective singing with their classes between the visits and the program concluded with performance in central London. Singing development was measured using the Singing Voice Development Measure (SVDM) and a revised model of vocal pitch-matching development (VPDM). Children's perception of their health and wellbeing was assessed through the Very Short Wellbeing Questionnaire for Children (VSWQ-C), the PANAS-C measure of emotional wellbeing (modified for younger children) and focus groups at the end of the program. Results suggest that there was a significant improvement in children's singing competency and that their perceptions of health and wellbeing were sustained across the period. However, there was no clear evidence statistically of a significant relationship between singing, health and wellbeing, primarily because, although their singing competency improved, these young children were very positive on the health and wellbeing measures throughout the focus period. Nevertheless, children in focus groups reported being very positive about the singing program and its positive impact on their health and wellbeing.
这项探索性的前后对照研究考察了伦敦市中心小学课堂内集体歌唱对幼儿嗓音发展以及健康和幸福感的影响。在一个全班歌唱项目开展之前和结束时，收集了5至7岁儿童关于歌唱和幸福感的数据。该项目由一个慈善歌唱基金会的专业歌手主导，他们在6个月的时间里（2024年1月至2024年6月）每两周访问一次学校。在访问期间，班级教师要带领他们的班级进行集体歌唱，项目以在伦敦市中心的表演结束。歌唱发展通过歌唱嗓音发展量表（SVDM）和一个经过修订的嗓音音高匹配发展模型（VPDM）来衡量。通过儿童超短幸福感问卷（VSWQ-C）、情绪幸福感的PANAS-C量表（针对年幼儿童进行了修改）以及项目结束时的焦点小组来评估儿童对自身健康和幸福感的认知。结果表明，儿童的歌唱能力有显著提高，并且他们在整个期间对健康和幸福感的认知保持稳定。然而，从统计学上没有明确证据表明歌唱、健康和幸福感之间存在显著关系，主要是因为，尽管他们的歌唱能力有所提高，但这些幼儿在整个关注期内对健康和幸福感的衡量指标都非常积极。尽管如此，焦点小组中的儿童报告称对歌唱项目及其对他们健康和幸福感的积极影响非常满意。
