5. The Role of Structured Music and Play on Language, Cognition, and Social Behavior

Anna Firmani Butler University, McKaylee Slagel Butler University, Olivia Nilsen Butler University
Faculty Sponsor(s): Tonya Bergeson-Dana Butler University
The purpose of this study was to determine how language, cognitive, and social behavior measures change across the short- and long-term for a typical class for infants and toddlers that focuses on play and/or music. Approximately 30 infants and toddlers participated in weekly Play Music, Deconstructed Play, or Spanish Playground classes during the fall and/or spring semester at The Urban Chalkboard in Carmel, IN. Parents of participants were asked to complete a background questionnaire, a brief measure of cognitive development, and a vocabulary inventory. Investigators observed executive function skills, social behaviors, and musical behaviors during weekly classes. A weekly survey was sent to parents of participants to determine at-home behaviors throughout the week. Participants in this class are typically caregiver-infant or caregiver-toddler dyads and 1-2 instructors and range in age from 3 to 50 months. Preliminary analyses of the weekly observation data suggest that there an association between playful music instruction and the executive function skills, social behaviors, and musical behaviors of infants and toddlers. Analyses of the weekly surveys are ongoing. This study will help determine how music- and play-based training may benefit cognition, language, social behavior, and musical behaviors in infants and toddlers with typical hearing.
Communication Sciences & Disorders
Poster Presentation

When & Where

Irwin Library 2nd Floor