Music Aptitude and School Readiness in Indonesian Children
This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (M = 6.10, SD = 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (r = 0.196, p = 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness.
[1] S. E. Rimm-Kaufman and R. C. Pianta, ‘An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research’, J. Appl. Dev. Psychol., vol. 21, no. 5, pp. 491–511, 2000.
[2] K. L. Snow, ‘Measuring school readiness: Conceptual and practical considerations’, Early Educ. Dev., vol. 17, no. 1, pp. 7–41, 2006.
[3] T. Ionescu and O. Benga, ‘Reconceptualizing early education on scientific grounds: School readiness in focus’, Cogniţie Creier Comport., vol. 11, no. 1, pp. 49–65, 2007.
[4] G. J. Duncan et al., ‘School readiness and later achievement’, Dev. Psychol., vol. 43, no. 6, pp. 1428–1446, 2007.
[5] P. Miksza, ‘Music participation and socioeconomic status as correlates of change: A longitudinal analysis of academic achievement’, Bull. Counc. Res. Music Educ., no. 172, pp. 41–58, 2007.
[6] D. E. Southgate and V. J. Roscigno, ‘The impact of music on childhood and adolescent achievement’, Soc. Sci. Q., vol. 90, no. 1, pp. 4–21, 2009.
[7] H. A. Cox and L. J. Stephens, ‘The effect of music participation on mathematical achievement and overall academic achievement of high school students’, Int. J. Math. Educ. Sci. Technol., vol. 37, no. 7, pp. 757–763, Oct. 2006.
[8] S. J. Lamb and A. H. Gregory, ‘The relationship between music and reading in beginning readers’, Educ. Psychol., vol. 13, no. 1, pp. 19–27, 1993.
[9] S. H. Anvari, L. J. Trainor, J. Woodside, and B. A. Levy, ‘Relations among musical skills, phonological processing, and early reading ability in preschool children’, J. Exp. Child Psychol., vol. 83, no. 2, pp. 111–130, 2002.
[10] C. D. Tsang and N. J. Conrad, ‘Music Training and Reading Readiness’, Music Percept. An Interdiscip. J., vol. 29, no. 2, pp. 157–163, 2011.
[11] K. Vaughn, ‘Music and mathematics : Modest support for the oft-claimed relationship’, J. Aesthetic Educ., vol. 34, no. 3, pp. 149–166, 2000.
[12] E. Mertoglu, ‘A study on the relationship between the rhythm and mathematics skills of 5-6 year old children’, Gift. Educ. Int., vol. 26, no. 1, pp. 26–34, 2010.
[13] H. Neville et al., ‘Effects of music training on brain and cognitive development in underpriviledged 3-to 5-year old children: Preliminary results’, Learn. Arts, Brain Dana Consort. Rep. Arts Cogn., pp. 1–13, 2008.
[14] K. A. Hallberg, W. E. Martin, and J. R. McClure, ‘The impact of music instruction on attention in kindergarten children.’, Psychomusicology Music. Mind, Brain, vol. 27, no. 2, pp. 113–121, 2017.
[15] T. D. Bilhartz, R. A. Bruhn, and J. E. Olson, ‘The effect of early music training on child cognitive development’, J. Appl. Dev. Psychol., vol. 20, no. 4, pp. 615–636, 2000.
[16] E. Gordon, ‘The role of music aptitude in early childhood’, Early Child. Connect., 1995.
[17] E. Gordon, Music aptitude and related tests: An introduction. Chicago: GIA Publications, Inc., 2001.
[18] E. Gordon, ‘Developmental Music Aptitude as Measured by the Primary Measures of Music Audiation’, Psychol. Music, vol. 7, no. 1, pp. 42–49, Apr. 1979.
[19] E. Pollatou, K. Karadimou, and V. Gerodimos, ‘Gender differences in musical aptitude , rhythmic ability and motor performance in preschool children’, Early Child Dev. Care, 2005.
[20] S. Swaminathan, E. G. Schellenberg, and S. Khalil, ‘Revisiting the association between music lessons and intelligence: Training effects or music aptitude?’, Intelligence, vol. 62, pp. 119–124, 2017.
[21] L. Habegger, ‘Number concept and rhythmic response in early childhood’, Music Educ. Res., vol. 12, no. 3, pp. 269–280, 2010.
[22] E. G. Schellenberg, ‘Long-term positive associations between music lessons and IQ’, J. Educ. Psychol., vol. 98, no. 2, pp. 457–468, 2006.
[23] S. M. Barnett and S. J. Ceci, ‘When and where do we apply what we learn? A taxonomy for far transfer’, Psychol. Bull., vol. 128, no. 4, pp. 612–637, 2002.
[24] S. Hallam, ‘The power of music: Its impact on the intellectual, social and personal development of children and young people’, Int. J. Music Educ., vol. 28, no. 3, pp. 269–289, 2010.
[25] E. A. Miendlarzewska and W. J. Trost, ‘How musical training affects cognitive development: Rhythm, reward and other modulating variables’, Front. Neurosci., vol. 7, no. 8 JAN, pp. 1–18, 2014.
[26] L. N. C. Law and M. Zentner, ‘Assessing Musical Abilities Objectively: Construction and Validation of the Profile of Music Perception Skills’, PLoS One, vol. 7, no. 12, p. e52508, Dec. 2012.
[27] B. M. Van Widenfelt, P. D. A. Treffers, E. De Beurs, B. M. Siebelink, and E. Koudijs, ‘Translation and cross-cultural adaptation of assessment instruments used in psychological research with children and families’, Clin. Child Fam. Psychol. Rev., vol. 8, no. 2, pp. 135–147, 2005.
[28] S. E. Trehub, J. Becker, and I. Morley, ‘Cross-cultural perspectives on music and musicality’, Philos. Trans. R. Soc. B Biol. Sci., vol. 370, no. 1664, 2015.
[29] D. J. Albert, ‘Socioeconomic status and instrumental music: What does the research say about the relationship and its implications?’, Updat. Appl. Res. Music Educ., vol. 25, no. 1, pp. 39–45, 2006.
[30] A. M. Damar, ‘Pengguna Internet di Indonesia Tembus 63 Juta’, Liputan 6, 2012. (Online). Available: https://www.liputan6.com/tekno/read/3301353/pengguna-internet-di-indonesia-tembus-143-juta.
[31] M. P. Lynch, R. E. Eilers, D. K. Oller, and R. C. Urbano, ‘Innateness, experience, and music perception’, Psychol. Sci., vol. 1, no. 4, pp. 272–276, 1990.
[32] J. R. Iversen, A. D. Patel, and K. Ohgushi, ‘Perception of rhythmic grouping depends on auditory experience’, J. Acoust. Soc. Am., vol. 124, no. 4, pp. 2263–2271, 2008.
[33] S. Ritblatt, S. Longstreth, A. Hokoda, B. N. Cannon, and J. Weston, ‘Can music enhance school-readiness socioemotional skills?’, J. Res. Child. Educ., vol. 27, no. 3, pp. 257–266, 2013.
[1] S. E. Rimm-Kaufman and R. C. Pianta, ‘An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research’, J. Appl. Dev. Psychol., vol. 21, no. 5, pp. 491–511, 2000.
[2] K. L. Snow, ‘Measuring school readiness: Conceptual and practical considerations’, Early Educ. Dev., vol. 17, no. 1, pp. 7–41, 2006.
[3] T. Ionescu and O. Benga, ‘Reconceptualizing early education on scientific grounds: School readiness in focus’, Cogniţie Creier Comport., vol. 11, no. 1, pp. 49–65, 2007.
[4] G. J. Duncan et al., ‘School readiness and later achievement’, Dev. Psychol., vol. 43, no. 6, pp. 1428–1446, 2007.
[5] P. Miksza, ‘Music participation and socioeconomic status as correlates of change: A longitudinal analysis of academic achievement’, Bull. Counc. Res. Music Educ., no. 172, pp. 41–58, 2007.
[6] D. E. Southgate and V. J. Roscigno, ‘The impact of music on childhood and adolescent achievement’, Soc. Sci. Q., vol. 90, no. 1, pp. 4–21, 2009.
[7] H. A. Cox and L. J. Stephens, ‘The effect of music participation on mathematical achievement and overall academic achievement of high school students’, Int. J. Math. Educ. Sci. Technol., vol. 37, no. 7, pp. 757–763, Oct. 2006.
[8] S. J. Lamb and A. H. Gregory, ‘The relationship between music and reading in beginning readers’, Educ. Psychol., vol. 13, no. 1, pp. 19–27, 1993.
[9] S. H. Anvari, L. J. Trainor, J. Woodside, and B. A. Levy, ‘Relations among musical skills, phonological processing, and early reading ability in preschool children’, J. Exp. Child Psychol., vol. 83, no. 2, pp. 111–130, 2002.
[10] C. D. Tsang and N. J. Conrad, ‘Music Training and Reading Readiness’, Music Percept. An Interdiscip. J., vol. 29, no. 2, pp. 157–163, 2011.
[11] K. Vaughn, ‘Music and mathematics : Modest support for the oft-claimed relationship’, J. Aesthetic Educ., vol. 34, no. 3, pp. 149–166, 2000.
[12] E. Mertoglu, ‘A study on the relationship between the rhythm and mathematics skills of 5-6 year old children’, Gift. Educ. Int., vol. 26, no. 1, pp. 26–34, 2010.
[13] H. Neville et al., ‘Effects of music training on brain and cognitive development in underpriviledged 3-to 5-year old children: Preliminary results’, Learn. Arts, Brain Dana Consort. Rep. Arts Cogn., pp. 1–13, 2008.
[14] K. A. Hallberg, W. E. Martin, and J. R. McClure, ‘The impact of music instruction on attention in kindergarten children.’, Psychomusicology Music. Mind, Brain, vol. 27, no. 2, pp. 113–121, 2017.
[15] T. D. Bilhartz, R. A. Bruhn, and J. E. Olson, ‘The effect of early music training on child cognitive development’, J. Appl. Dev. Psychol., vol. 20, no. 4, pp. 615–636, 2000.
[16] E. Gordon, ‘The role of music aptitude in early childhood’, Early Child. Connect., 1995.
[17] E. Gordon, Music aptitude and related tests: An introduction. Chicago: GIA Publications, Inc., 2001.
[18] E. Gordon, ‘Developmental Music Aptitude as Measured by the Primary Measures of Music Audiation’, Psychol. Music, vol. 7, no. 1, pp. 42–49, Apr. 1979.
[19] E. Pollatou, K. Karadimou, and V. Gerodimos, ‘Gender differences in musical aptitude , rhythmic ability and motor performance in preschool children’, Early Child Dev. Care, 2005.
[20] S. Swaminathan, E. G. Schellenberg, and S. Khalil, ‘Revisiting the association between music lessons and intelligence: Training effects or music aptitude?’, Intelligence, vol. 62, pp. 119–124, 2017.
[21] L. Habegger, ‘Number concept and rhythmic response in early childhood’, Music Educ. Res., vol. 12, no. 3, pp. 269–280, 2010.
[22] E. G. Schellenberg, ‘Long-term positive associations between music lessons and IQ’, J. Educ. Psychol., vol. 98, no. 2, pp. 457–468, 2006.
[23] S. M. Barnett and S. J. Ceci, ‘When and where do we apply what we learn? A taxonomy for far transfer’, Psychol. Bull., vol. 128, no. 4, pp. 612–637, 2002.
[24] S. Hallam, ‘The power of music: Its impact on the intellectual, social and personal development of children and young people’, Int. J. Music Educ., vol. 28, no. 3, pp. 269–289, 2010.
[25] E. A. Miendlarzewska and W. J. Trost, ‘How musical training affects cognitive development: Rhythm, reward and other modulating variables’, Front. Neurosci., vol. 7, no. 8 JAN, pp. 1–18, 2014.
[26] L. N. C. Law and M. Zentner, ‘Assessing Musical Abilities Objectively: Construction and Validation of the Profile of Music Perception Skills’, PLoS One, vol. 7, no. 12, p. e52508, Dec. 2012.
[27] B. M. Van Widenfelt, P. D. A. Treffers, E. De Beurs, B. M. Siebelink, and E. Koudijs, ‘Translation and cross-cultural adaptation of assessment instruments used in psychological research with children and families’, Clin. Child Fam. Psychol. Rev., vol. 8, no. 2, pp. 135–147, 2005.
[28] S. E. Trehub, J. Becker, and I. Morley, ‘Cross-cultural perspectives on music and musicality’, Philos. Trans. R. Soc. B Biol. Sci., vol. 370, no. 1664, 2015.
[29] D. J. Albert, ‘Socioeconomic status and instrumental music: What does the research say about the relationship and its implications?’, Updat. Appl. Res. Music Educ., vol. 25, no. 1, pp. 39–45, 2006.
[30] A. M. Damar, ‘Pengguna Internet di Indonesia Tembus 63 Juta’, Liputan 6, 2012. (Online). Available: https://www.liputan6.com/tekno/read/3301353/pengguna-internet-di-indonesia-tembus-143-juta.
[31] M. P. Lynch, R. E. Eilers, D. K. Oller, and R. C. Urbano, ‘Innateness, experience, and music perception’, Psychol. Sci., vol. 1, no. 4, pp. 272–276, 1990.
[32] J. R. Iversen, A. D. Patel, and K. Ohgushi, ‘Perception of rhythmic grouping depends on auditory experience’, J. Acoust. Soc. Am., vol. 124, no. 4, pp. 2263–2271, 2008.
[33] S. Ritblatt, S. Longstreth, A. Hokoda, B. N. Cannon, and J. Weston, ‘Can music enhance school-readiness socioemotional skills?’, J. Res. Child. Educ., vol. 27, no. 3, pp. 257–266, 2013.
@article{"International Journal of Business, Human and Social Sciences:79622", author = "Diella Gracia Martauli", title = "Music Aptitude and School Readiness in Indonesian Children", abstract = "This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (M = 6.10, SD = 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (r = 0.196, p = 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness.
", keywords = "Bracken school readiness assessment, music aptitude, primary measures of music audiation, school readiness.", volume = "14", number = "5", pages = "416-7", }
