,l22

Omar Fallatah

4/11/2014

English 201

Literature Review

The issue on the ground that is being discussed is the effect of music on the development of the Child. Dr. JEHAN MATTAR argues that young children who listen to music at regular times demonstrate better development than those who do not. As the children grow, their cognitive, social, and physical skills can be influenced by their relationship with the music. Mozart music was introduced into the environment of the children as a sensory background for the standard curriculum.

VICKY CHARISSI AND TIIJA RINTA, on the other hand, presents the social and the musical behaviors in the music context supported tools. In this regard, enjoyable experience of children towards music has been reported to be crucial for the musical and social development of children. KEITH M. DAVIS presents the music and the expressive arts with the children who experience the trauma (Viicky & Rinta, 2014). The expressive and the creative use of music can be a powerful therapeutic intervention with the adolescents and children who at one time may have experienced trauma. The model for increasing self-understanding and self-awareness including the facilitation of materials and processing of the musical activities in a group format is presented.

SYNTHESIS ACROSS SOURCES

Themes

Child Development

Dr. JEHAN MATTAR argues that young children who listen to music at regular times demonstrate better development than those who do not. As the children grow, their cognitive, social, and physical skills can be influenced by their relationship with the music. Mozart music was introduced into the environment of the children as a sensory background for the standard curriculum (MATTAL).

Musical and Social Behavior in Music Making

VICKY CHARISSI AND TIIJA RINTA argues that the social and the musical behaviors in the music context supported tools. Enjoyable experience of children towards music has been reported to be crucial for the musical and social development of children. The study investigates that the way the children develop their social and musical skills through the digital technology supported music-making activities within the context of multi-education.

Creative and Expressive Art

KEITH M. DAVIS presents the music and the expressive arts with the children who experience the trauma. The expressive and the creative use of music can be a powerful therapeutic intervention with the adolescents and children who at one time may have experienced trauma. The creative activities such as feeling ensemble and feeling symphony are illustrated in the case application with the children who transition back to school after the tornado (DAVIS, 2010).

Digital Tools in Music Making

The development of musical skills and creativity can be supported by the use of a plethora of technologies. In such a context, investigations motivated mainly by association of musical creativity with the social and cognitive children development focus on creative musical behavior and the positive effect that couples the application of the recent technology.

Effective of Music of Development

Music assists in learning and development and has comparatively long history (Hallan 2010). In research, music has been found to enhance the effects of dichotic listening that may result for the young children in an increased short-term memory. Listening to music has been found improves the performance in cognitive tasks. In addition, similar results have been found in regard to the improvement in feelings of well-being, social functioning and self-expression. In the early childhood years, the musical games rituals and musical games between the infants and the caregiver are a major source for building healthy and supportive attachment and stimulating the language and cognitive development.

Similarities

The sources are similar in that they present music and the effect on the child development where the child begins to show interest of music at age two. The exposure of music is seen as crucial to music growth. Essentially, the children social and musical behavior is apparent in collaborative computer supported music making. In the same regard, they speak of music as an expressive art technique in the counseling profession. The sources are also similar in that they have an abstract that gives the background information of the study. Both have citations and referenced in case of future reference. Additionally they fail to place an emphasis on the quality of music but rather an encouragement to make meaning from the experience and develop. Also, the sources incorporated children, i.e., youngsters.

Differences

The difference exists in the age gap. For instance in investigating the effect of Mozart music for children collection on cognitive, social, and the physical development, the age gap of 5 to six years was taken into consideration. There were 42 children who participated where 21 of them were in the experimental group that was exposed to music, composed by Mozart, accompanying the daily school programs. The control group followed an identical curriculum failed to experience any accompanying music. A psychometric property for kindergarten and preschool was developed in evaluating the children development. The other source incorporated an age gap of 8 to 11; grade 3 to grade 5 and incorporated 20 children.

Also, the results showed statistical differences that were significant in cognitive, social, and physical development that favored the children in the experimental group. The music group can be an essential part in any educational setting since it presents enhanced development and reduced stress. Young children show interest in music at the age of 2. The early years are crucial to musical growth.

Data collection methods include field notes and observation, dialogue and video analyses. The initial results are indicative that the children who developed their musical prowess and knowledge as a part of active interaction with others. In particular, the use in digital tools presented a supportive confine for the collaborative music-making. This process, the children are observed to develop the skills of negotiation, empathy and a tendency to verbalize the thoughts inherent in them whilst the exchanging the musical ideas. The initial findings presents evidence that through the use of the appropriate musical technology, it can enhance the development of children’s social and music skills.

The other source lacks the presentation of the methods of data collection. In essence, it presents an introduction void of data collection method. It was rather aimed at helping the children and some of the parents in the transitioning back after the experience of a tornado

Important Difference among the Sources

The important difference is the method of data collection. One source used qualitative methods embracing observation of the children in their natural surroundings primarily. In addition, it was based on field notes and videotaped sessions. The second source used measurement called "pre-school and kindergarten performance scale" developed and established by Al-Bath (2001).

Conclusion

The sources look similar especially in terms of the scope of the study, the effect of music on the development of the child. Nevertheless, they fail to point out the gap in the research that can be filled in the future and also fails to present recommendations for future researches that is imperative in any research. The reviews also fail to point out the gaps in the research. In one review, in the time-limited resources and reduced the budget of the school, many of the counselor lacks the necessary equipment in particular therapeutic activity.

Reference

DAVIS, K. M. (2010). Music and the Expressive Arts with Children Expressing Trauma. Journal of Creativity in Mental Health , 125-133.

MATTAL, J. (n.d.). Effect of Mozart Music in Child on Child Development in Jordanian Kidergaten , 340-377.

Viicky, & Rinta, T. (2014). Children's Social and music behavior in the context of music making activities supported by digital tools; Examples from pilot study in the United Kingdom. Journal of Music Technology and Education , 7.