My 6 Year Old Son Will Not Listen To Me Music Develops The Child Brain

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Music Develops The Child Brain

Music has the ability to train our brains for a higher level of thinking – the kind of thinking for solving problems, comparing and contrasting the similarities and differences between things, analyzing, making decisions, synthesizing, and evaluating information.

In recent research, it has been found that music can help improve human spatial-temporal reasoning skills. Spatial-temporal reasoning is the ability to accurately perceive the visual world and form mental images of objects. It is the mental ability to see in very detailed images and to identify, compare and find relationships among patterns and details on an object. The temporal element includes a child’s ability to think ahead.

In learning music, one must be able to play a note, then a series of notes, then a series of chords, and be able to look ahead to the music and find out where and what next thing to be played.

Many studies and experiments have been done to prove the power of music on our brain. Below are the findings of some research from recent years:

Research and Discovery 1:

In 1994, Dr. Gordon Shaw and Frances Rauscher who are scientists at the University of California in Irvine, conducted an experiment to find out the connection between spatial reasoning and music. They divided seventy good college students into three groups. Each group was given a cut and paste task.

The first group had the opportunity to listen to ten minutes of Mozart’s Sonata in D for Two pianos, K. 488. The second group heard ten minutes of minimalist music (Philip Glass’s Music with Changing Parts) and rhythmic repetitive music (C -Ian Rich Level Productions mixes Mortal Stomp and Carry Me Through). The third was the control group where the students did not listen to any piece of music.

The result was – there was no significant incident with the second and third groups. But the students in the first group who had listened to Mozart’s music experienced an increase in their spatial IQ of eight to nine points in just ten minutes! Although the effect was temporary, the scientists believed that it was a specific group of elements in the music that caused an improvement in spatial-temporal reasoning. This phenomenon is now known as the “Mozart Effect”.

Research and Discovery 2:

After the experiment above showed that listening to music could lead to an increase in spatial-temporal reasoning, scientists began to wonder if the effect could be extended by studying an instrument. music

To find out the result, the scientists tested thirty-three preschool children in Los Angeles. They choose three-year-old children because the cortexes of the brain were still maturing and any effect from music education can be seen compared to a mature brain.

The children were divided into two groups. The first group consisted of 19 children who received eight months of keyboard and singing lessons. The other 14 children belonged to the control group that did not receive any training. For the first group, their training consisted of a ten to fifteen minute private keyboard lesson each week, daily practice sessions and thirty minute singing time each day.

The children were tested eight months later. They had to complete five tasks to test their spatial reasoning:

– arranging puzzle pieces to create a complete picture

– matching a designed pattern using flat two-coloured blocks

– placing correctly colored pegs in holes under a row of animals in the picture

– performing geometric design work

– describing what was “wrong” or “stupid” about a picture.

And here are the results:

The spatial-temporal reasoning of the children in the control group increases by only 6 percent. But children from the group that received music training showed a significant improvement in their spatial-temporal reasoning by 46 percent!

Research and Discovery 3:

To confirm the results and findings in the above experiment, the scientists conducted another experiment. This time they took another group of seventy-eight preschoolers and divided them into four groups:

– The first group consisted of thirty-four students who received daily private piano lessons

– There were twenty students in the second group. The children in this group received ten minutes of private computer training each day.

– The third group had 12 students who received singing training

– The last group was a control group where the children did not attend any lessons.

The children were tested six months later and the results were:

Children in the first group had the most impressive improvement in spatial-temporal reasoning – a 34 percent increase in performance!

Research and Discovery 4:

In 1998, the scientists conducted another experiment to find out how a computer math game called “Spatial-Temporal Animation Reasoning (STAR) combined with piano lessons or English training affected students’ math performance .

This experiment was conducted over a period of 4 months and the subjects were 170 second graders from an elementary school in Los Angeles.

Children were divided into 3 groups:

– In group 1 there were children who studied the piano keyboard and the mathematical video game

– In group 2 there were children who received English training and studied the mathematical video game

– Group 3 was the control group that did not receive any training.

After four months, a test was carried out and the results were:

Children in Group 1 and 2 who received training in the computer game showed a 100 percent improvement in their math skills compared to the control group. Also, the students who received piano keyboard training along with the math video game did 27 percent better on questions related to fractions and proportional math than those who received training in English and the game math video. And finally, the group’s teachers also reported that the children who studied piano keys showed greater attention and concentration abilities!

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