Η επίδραση της μουσικοκινητικής παρέμβασης σε νήπια τυπικής και μη τυπικής ανάπτυξης

Abstract

Purpose: The purpose of the research was an attempt to clarify the positive effect of a music-motor intervention program on the motor development (balance and bilateral coordination) of preschool children, of typical and non-typical development. Method: The way to achieve the purpose was the search from databases of articles related to the subject of the present work and their results, followed by a limited scope experiment. The intervention concerned 15 fifteen children of the 3rd kindergarten of Eleftheriou - Kordeliou in the Municipality of Kordelio - Evosmos of Thessaloniki (7 boys and 8 girls, one of them with mild pervasive developmental disorders) and a musical motor program was implemented. Measurements were taken before and after the intervention with the BOT2 rating scale (Short form) Bruiniks - Oseretsky Test. The implementation of the program lasted 8 weeks, with repetition twice a week and lasting 40 to 50 minutes at a time. The comparison and analysis of the results of the measurements after the intervention was done by descriptive recording of the results of the tables. Results: The results of the bibliographic review conclude on the positive impact of music-motor programs in kindergarten classes with children of typical and non typical development in terms of their motor skills. Also, the results of the specialized music-motor intervention program implemented in a kindergarten class had a positive effect on the axes it was oriented to, namely motor skills, commitment skills and transition to the program. Motor skills showed an improvement in children of typical and non-typical development, while in relation to their commitment to the program and to the greater ease of their transition from one thematic unit to another, it was found. Discussion: The specific music-motor education program seemed to suggest the implementation of programs as a pleasant way to exercise the body and engage with them as well as the flexibility to transition to changes. It is a good suggestion for the comprehensive curricula of preschool education in the context of physical education.