Enhancing Tonal-rhythmic Sensitivity in Early Childhood Education: A Quasi-experimental Investigation of a Novel Music-pedagogical Methodology

Music and speech share acoustic commonalities, and extensive research has demonstrated the interchangeably reinforcing effect between music and language learning. Humans possess an innate capacity for music acquisition, mirroring the natural programming for language. Drawing on the hypothesis from the Principal Investigator’s previous project, the effect of language-learning-devised music-pedagogical methodology on the reinforcement of acoustic sensitivity (DRG2022-23/004), this study posits that music training focused on tonal-rhythmic sensitivity can strengthen acoustic sensitivity and capture the reciprocal benefits between speech and music. Using a quasi-experimental design, this study will implement the proposed pedagogical methodology in the context of a music classroom. The research aims to (1) investigate whether incorporating the pedagogical methodology into music training intervention can enhance participants’ tonal-rhythmic sensitivity, and (2) examine whether the pedagogy maintains participants’ motivation. Forty children aged three to six will be recruited to participate in the project. The effectiveness of the proposed pedagogical methodology will be evaluated by assessing participants’ musical ability and motivation using the Primary Measures of Music Audiation (PMMA), Absolute Pitch Test (APT), and Learning Motivation (LM).

Funding Source: UGC - Research Matching Grant (RMG)