A New Context Affording for Regulation: The Case of Musical Play
https://doi.org/10.17583/ijep.2017.2959
Keywords:
Downloads
Abstract
The present study set out to investigate theoretical speculations that regulation and musical play, an initial manifestation of musicality, are directly linked. This study aimed to explore the potential for regulation to occur during musical play and investigate the nature of the regulatory behaviours. Thirty-six children, aged 6 and 8, were observed during musical play sessions. These observations were analysed, using a coding framework, to identify and code regulatory behaviours as to the type of regulation, its social nature and the direction of activity. The data were subjected to quantitative analysis. The findings suggest that regulatory behaviours occurred during musical play. During musical play tasks, cognitive monitoring and emotional/motivational monitoring behaviours were the most prevalent, significantly more opportunities were provided for socially-shared regulation compared to self- or co-regulation, and the children more often directed their activity towards fundamental, rather than superficial aspects of tasks. The results can inform theory and practice.
Downloads
References
Bannan, N., & Woodward, S. (2009). Spontaneity in the musicality and music learning in children. In S. Malloch & C. Trevarthen (Eds.), Communicative Musicality. Exploring the basis of human companionship (pp. 465–494). Oxford: Oxford University Press.
Google Scholar CrossrefBarrett, M. S. (2009). Sounding lives in and through music a narrative inquiry of the ‘everyday’musical engagement of a young child. Journal of Early Childhood Research, 7(2), 115–134.
Google Scholar CrossrefBaumeister, R., & Vohs, K. (Eds.). (2004). Handbook of self-regulation. New York: Guilford Press.
Google Scholar CrossrefBerk, L. E., Mann, T., & Ogan, A. (2006). Make-believe play: Wellspring for Development of Self-Regulation. In D. Singer, R. Golinkoff, & K. Hirsh-Pasek (Eds.), Play=Learning. How play motivates and enhances children’s cognitive and social-emotional growth (pp. 74–100). USA: Oxford University Press.
Google Scholar CrossrefBoekaerts, M., & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 417–450). San Diego, CA: Academic.
Google Scholar CrossrefBrinck, I., & Liljenfors, R. (2013). The developmental origin of metacognition. Infant and Child Development, 22(1), 85–101.
Google Scholar CrossrefBronson, M. (2000). Self-regulation in early childhood: Nature and nurture. New York: Guilford Press.
Google Scholar CrossrefBruner, J. S. (1972). Nature and uses of immaturity. American Psychologist, 27(8), 687-708.
Google Scholar CrossrefCustodero, L. (2009). Intimacy and reciprocity in improvisatory musical performance: Pedagogical lessons from adult artists and young children. In S. Malloch & C. Trevarthen (Eds.), Communicative Musicality. Exploring the basis of human companionship (pp. 513–529). Oxford: Oxford University Press.
Google Scholar CrossrefDignath, C., Buettner, G., & Langfeldt, H.P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129.
Google Scholar CrossrefFantuzzo, J., Sekino, Y., & Cohen, H. L. (2004). An examination of the contributions of interactive peer play to salient classroom competencies for urban head start children. Psychology in the Schools, 41(3), 323–336.
Google Scholar CrossrefGalyer, K. T., & Evans, I. M. (2001). Pretend play and the development of emotion regulation in preschool children. Early Child Development and Care, 166(1), 93–108.
Google Scholar CrossrefGolinkoff, R. ., Hirsh-Pasek, K., & Singer, D. (2008). Why Play = Learning: A challenge for parents and educators. In D. Singer, R. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = Learning. How play motivates and enhances children’s cognitive and social-emotional growth (pp. 3–15). New York: Oxford University Press.
Google Scholar CrossrefGrau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401–412.
Google Scholar CrossrefHacker, D., Dunlosky, J., & Graesser, A. (Eds.). (1998). Metacognition in educational theory and practice. London: Lawrence Erlbaum.
Google Scholar CrossrefHadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B.J. Zimmerman, & D.H.Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 65-86). New York: Routledge.
Google Scholar CrossrefHadwin, A. F., Oshige, M., Gress, C. L., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behaviour, 26(5), 794–805.
Google Scholar CrossrefHallam, S. (2007). Musicality. In G. McPherson (Ed.), The child as musician: A handbook of musical development. (pp. 93–110). USA: Oxford University Press.
Google Scholar CrossrefHarwood, E. (1998). Music learning in context: A playground tale. Research Studies in Music Education, 11(1), 52–60.
Google Scholar CrossrefHattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99–136.
Google Scholar CrossrefHiggins, S. (2013). Self-regulation and learning : evidence from meta-analysis and from classrooms. The British Journal of Educational Psychology, Monograph Series II: Psychological Aspects of Education- Current Trends, 111–126.
Google Scholar CrossrefHirsh-Pasek, K., Golinkoff, R. ., Berk, L. E., & Singer, D. (2008). A mandate for playful learning in preschool: presenting the evidence. New York: Oxford University Press.
Google Scholar CrossrefHoward, J. (2010). The developmental and therapeutic potential of play: Re-establishing teachers as play professionals. In J. Moyles (Ed.), The excellence of play (3rd ed., pp. 201–215). Maidenhead: Open University Press.
Google Scholar CrossrefHurme, T.R., & Järvelä, S. (2005). Students’ activity in computer-supported collaborative problem solving in mathematics. International Journal of Computers for Mathematical Learning, 10(1), 49–73.
Google Scholar CrossrefIiskala, T., Vauras, M., & Lehtinen, E. (2004). Socially shared metacognition in peer-learning? Hellenic Journal of Psychology, 1, 147–178.
Google Scholar CrossrefJanssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2012). Task-related and social regulation during online collaborative learning. Metacognition and Learning, 7(1), 25–43.
Google Scholar CrossrefJärvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39.
Google Scholar CrossrefJärvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2013). Exploring Socially Shared Regulation in the Context of Collaboration. Journal of Cognitive Education and Psychology, 12(3), 267–286.
Google Scholar CrossrefKirschner, S., & Tomasello, M. (2010). Joint music making promotes prosocial behaviour in 4-year-old children. Evolution and Human Behaviour, 31(5), 354–364.
Google Scholar CrossrefLew, J. C.T., & Campbell, P. S. (2005). Children’s Natural and Necessary Musical Play: Global Contexts, Local Applications. Music Educators Journal, 91(5), 57-63.
Google Scholar CrossrefMarsh, K. (2008). The musical playground: global tradition and change in children’s songs and games. Oxford: Oxford University Press.
Google Scholar CrossrefMarsh, K., & Young, S. (2007). Musical Play. In G. McPherson (Ed.), The child as musician: A handbook of musical development. (pp.289-310). USA: Oxford University Press.
Google Scholar CrossrefMcCaslin, M., & Good, T. (1996). The Informal Curriculum. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 622–670). USA: Macmillan.
Google Scholar CrossrefMcClelland, M. M., & Tominey, S. L. (2011). Introduction to the special issue on self-regulation in early childhood. Early Education & Development, 22(3), 355–359.
Google Scholar CrossrefOrganisation for Economic Co-operation and Development. (2013, March). PISA 2015: Draft collaborative problem solving framework. Retrieved from http://www.oecd.org/pisa/pisaproducts/DraftPISA2015CollaborativeProblemSolvingFramework.pdf
Google Scholar CrossrefPapousek, H. (1996). Musicality in infancy research: biological and cultural origins of early musicality. In I. Deliege & J. Sloboda (Eds.), Musical beginnings: Origins and development of musical competence (pp. 37–55). Oxford: Oxford University Press.
Google Scholar CrossrefPerry, N. E., & Winne, P. H. (2013). Tracing students’ regulation of learning in complex collaborative tasks. In S. Volet & M. Vauras (Eds.), New perspectives on learning and instruction. Interpersonal regulation of learning and motivation (pp. 45–66). USA: Routledge.
Google Scholar CrossrefPond, D. (1980). The Young Child’s Playful World of Sound. Music Educators Journal, 66(7), 39–41.
Google Scholar CrossrefPound, L. (2010). Playing music. In J. Moyles (Ed.), The excellence of play (pp. 139–153). Maidenhead: Open University Press.
Google Scholar CrossrefRabinowitch, T.C., Cross, I., & Burnard, P. (2012). Music group interaction, intersubjectivity and merged subjectivity. In D. Reynolds & M. Reason (Eds.), Kinesthetic empathy in creative and cultural prectives (pp. 109–120). Bristol, UK: Intellect.
Google Scholar CrossrefRabinowitch, T.C., Cross, I., & Burnard, P. (2013). Long-term musical group interaction has a positive influence on empathy in children. Psychology of Music, 41(4), 484–498.
Google Scholar CrossrefRodríguez, C., & Palacios, P. (2007). Do private gestures have a self-regulatory function?: a case study. Infant Behaviour and Development, 30(2), 180–194.
Google Scholar CrossrefRogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4), 375–415.
Google Scholar CrossrefTarnowski, S. M. (1999). Musical play and young children: A music teacher can enhance a child’s learning and development by encouraging musical play activities. Music Educators Journal, 86(1), 26–29.
Google Scholar CrossrefTeddlie, C., & Yu, F. (2007). Mixed methods sampling a typology with examples. Journal of Mixed Methods Research, 1(1), 77–100.
Google Scholar CrossrefTrevarthen, C. (2000). Musicality and the intrinsic motive pulse: evidence from human psychobiology and infant communication. Musicae Scientiae, 3(1), 155–215.
Google Scholar CrossrefTrevarthen, C. (2012). Communicative musicality: The human impulse to create and share music. In D. Hargreaves, D. Miell, & R. MacDonald (Eds.), Musical imaginations. Multidisciplinary perspectives on creativity, performance and perception (pp. 259–284). New York: Oxford University Press.
Google Scholar CrossrefTrevarthen, C., & Aitken, K. J. (2001). Infant intersubjectivity: Research, theory, and clinical applications. Journal of Child Psychology and Psychiatry, 42(1), 3–48.
Google Scholar CrossrefVallotton, C. D. (2008). Signs of emotion: What can preverbal children “say” about internal states? Infant Mental Health Journal, 29(3), 234–258.
Google Scholar CrossrefVeenman, M. V. (2011). Learning to self-monitor and self-regulate. In R. Mayer & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 197–218). New York: Routledge.
Google Scholar CrossrefVeenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14.
Google Scholar CrossrefVolet, S., & Summers, M. (2013). Interpersonal regulation in collaborative learning activities. Reflections on emerging research methodologies. In S. Volet & M. Vauras (Eds.), New perspectives on learning and instruction. Interpersonal regulation of learning and motivation (pp. 204–217). USA: Routledge.
Google Scholar CrossrefVolet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128–143.
Google Scholar CrossrefVolet, S., Vauras, M., & Salonen, P. (2009). Self-and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215–226.
Google Scholar CrossrefVygotsky, L. S. (1978). Mind and society: The development of higher mental processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
Google Scholar CrossrefWhitebread, D. (2013). Self-regulation in young children: its characteristics and the role of communication and language in its early development. The British Journal of Educational Psychology, Monograph Series II: Psychological Aspects of Education- Current Trends(10), 25–44.
Google Scholar CrossrefWhitebread, D., Almeqdad, Q., Bryce, D., Demetriou, D., Grau, V., & Sangster, C. (2010). Metacognition in Young Children: Current Methodological and Theoretical Developments. In A. Efklides & P. Misailidi (Eds.), Trends and Prospects in Metacognition Research (pp. 233–258). New York: Springer.
Google Scholar CrossrefWhitebread, D., Bingham, S., Grau, V., Pino Pasternak, D., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6(3), 433–455
Google Scholar CrossrefWhitebread, D., Coltman, P., Jameson, H., & Lander, R. (2009a). Play, cognition and self-regulation: What exactly are children learning when they learn through play? Educational and Child Psychology, 26(2), 40–52.
Google Scholar CrossrefWhitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q., Demetriou, D. (2009b). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63–85.
Google Scholar CrossrefWhitebread, D., & Pino-Pasternak, D. (2013). Video analysis of self-regulated learning in social and naturalistic contexts. The case of preschool and primary school children. In S. Volet & M. Vauras (Eds.), New perspectives on learning and instruction. Interpersonal Regulation of Learning and Motivation (pp. 14–44). USA: Routledge.
Google Scholar CrossrefWinne, P. H., Hadwin, A. F., & Perry, N. E. (2013). Metacognition and Computer-Supported Collaborative Learning. In C. Hmelo-Silver, C. Chinn, C. K. Chan, & A. O’Donnell (Eds.), The International Handbook of Collaborative Learning (pp. 462–479). New York: Taylor & Francis.
Google Scholar CrossrefWinsler, A., Ducenne, L., & Koury, A. (2011). Singing one’s way to self-regulation: The role of early music and movement curricula and private speech. Early Education and Development, 22(2), 274–304.
Google Scholar CrossrefYoung, S. (2003). Music with the under-fours. London: RoutledgeFalmer.
Google Scholar CrossrefYoung, S. (2004). The interpersonal dimension: a potential source of musical creativity for young children? Musicae Scientiae, 7(1 suppl), 175–191.
Google Scholar CrossrefYoung, S. (2005). Adults and young children communicating musically. In D. Hargreaves, D. Miell, & D. MacDonald (Eds.), Musical Communication (pp. 281–299). Oxford: Oxford University Press.
Google Scholar CrossrefZachariou, A., & Whitebread, D. (2015). Musical play and self-regulation: Does musical play allow for the emergence of self-regulatory behaviours? International Journal of Play, 4(2), 116-135.
Google Scholar CrossrefZimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3).
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.