Medpredmetno povezovanje gibanja in glasbe v zgodnjem obdobju otroštva

Miha  Marinšek; Manja  Šumer; Olga Denac

doi:10.18690/rei.13.2.169-192.2020

Miha Marinšek University of Maribor, Faculty of Education https://orcid.org/0000-0002-2018-0059
Manja Šumer Primary School Prežihovega Voranca
Olga Denac University of Maribor, Faculty of Education

DOI: https://doi.org/10.18690/rei.13.2.169-192.2020

Keywords: movement skills, rhythmic abilities, principle of integration, integration of movement and music, experimental programme

Abstract

Integration of Movement and Music in Early Childhood. The purpose of this study was to examine the influence of an experimental programme based on the integration of movement and music on the development of fundamental movement skills and rhythmic abilities. Sixtytwo children aged from 5 to 6 years participated in the study. Results showed that children who were included in the music and movement programme as well as those included in the movement-only programme improved more in fundamental movement skills and rhythmic abilities than children from the control group. Considering the principle of horizontal integration of different curricular areas and different viewpoints on the child’s development and
learning, the experimental music and movement programme proved to be more effective.

Downloads

Download data is not yet available.

Author Biographies

Miha Marinšek, University of Maribor, Faculty of Education

PhD. Associate professor. Maribor, Slovenia. E-mail: miha.marinsek@um.si

Manja Šumer, Primary School Prežihovega Voranca

Maribor, Slovenia.

Olga Denac, University of Maribor, Faculty of Education

PhD. Full professor. Maribor, Slovenia. E-mail: olga.denac@um.si

References

Anshel, M., in Marisi, D. (1978). Effect of music and rhythm on physical performance, Research Quarterly, 49(2), 109–113.

Bachmann, M. L. (1995). Dalcroze Today: An Education through and into Music. Oxford: Oxford University Press.

Barnett, L. M., Van Beurden, E., Morgan, P. J., Brooks, L. O., in Beard, J. R. (2008). Does childhood motor skill proficiency predict adolescent fitness? Medicine and Science in Sports and Exercise, 40(12), 2137–2144.

Beisman, G. (1967). Effect of rhythmic accompaniment upon learning of fundamental motor skills. Research Quarterly, 38(2), 172–176.

Beurden, E., Zask, A., Barnett, L., in Dietrich, U. (2002) Fundamental movement skills – How do primary school children perform? The “Move it Groove it” program in rural Australia. Journal of Science & Medicine in Sport, 5(3), 244–252.

Borota, B., in Kovačič Divjak, A. (2015). Dejavnosti glasbenega opismenjevanja. Koper: Univerzitetna založba Annales.

Božič, A., Habe, K., in Jerman, J. (2007). Povezanost glasbenih sposobnosti in fonološkega zavedanja pri predšolskih otrocih (raziskovalno poročilo). Postojna: Društvo psihologov Slovenije.

Brown, J., Sherrill, C., in Gench, B. (1981). Effects on an integrated physical education/music programme in changing early childhood perceptual–motor performance. Perceptual and Motor Skills, 53(1), 151–154.

Clarke, J. E. (2007). On the problem of motor skill development. Journal of Physical Education, Recreation and Dance, 78(5), 39–44.

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd edition). Hillsdale, NJ: Erlbaum.

Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.

Dalcroze, J. E. (1932). Rhythmics and Pianoforte Improvisation. Music and Letters, 13(4), 371–380.

Denac, O. (2002). Glasba pri celostnem razvoju otrokove osebnosti. Ljubljana: Zavod Republike Slovenije za šolstvo.

Denac, O. (2012a). Načrtovanje glasbenih dejavnosti v zgodnjem obdobju otroštva. Maribor: Pedagoška fakulteta.

Denac, O. (2012b). Glasbene preference vzgojiteljev in predšolskih otrok. Revija za elementarno izobraževanje, 5(4), 29–38.

Denac, O., Čagran, B., Žnidaršič, J., in Sicherl–Kafol, B. (2013). Students' attitudes towards arts and cultural learning in the Slovenian educational system. Hrvatski časopis za odgoj i obrazovanje, 15(3), 39–72.

Derri, V., Tsapakidou, A., Zachopoulou E., in Kioumourtzoglou, E. (2001). Effect of a Music and Movement Programme on Development of Locomotor Skills by Children 4 to 6 Years of Age. European Journal of Physical Education, 6(1), 16–25.

Fayers, P., in Machin, D. (2013). Quality of Life: The assessment, analysis and interpretation of patient–reported outcomes. Chichester, England: John Wiley & Sons.

Gallahue, D. L., in Ozmun, J. C. (2006). Understanding Motor Development (sixth edition). New York: The McGraw-Hill Companies.

Gašparović, M., Petrić, V., Štemberger, V., Rakovac, M., in Blažević, I. (2017). Kardiorespiratorna sposobnost učencev osnovnošolskega izobraževanja: povezava z antropometričnimi značilnostmi. Revija za elementarno izobraževanje, 10(4), 417–425.

Goodway, J. D., Robinson, L., in Crowe, H. (2013). Gender Differences in Fundamental Motor Skill Development in Disadvantaged Preschoolers From Two Geographical Regions. Research Quarterly for Exercise and Sport, 81(1), 17–24.

Gordon, E. (1986). Musikalische Begabung. Mainz: Schott.

Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289.

Hardy, L. L., King, L., Farrell, L., Macniven, R. in Howlett, S. (2009). Fundamental movement skills among Australian preschool children. Journal of Science and Medicine in Sport, 13(5), 503–508.

Jaakkola, T., Yli - Piipari, S., Huotari, P., Watt, A., in Liukkonen, J. (2016). Fundamental movement skills and physical fitness as predictors of physical activity: A 6–year follow–up study. Scandinavian Journal of Medicine & Science in Sports, 26(1), 74–81.

Kurikulum za vrtce. (1999). Ljubljana: Ministrstvo za šolstvo in šport, Zavod RS za šolstvo.

Lemos, G. A., Avigo, E. L., in Barela, J. A. (2012). Physical education in kindergarten promotes fundamental movement skills. Advances in Physical Education, 2, 17–21.

Marinšek, M., in Rajtmajer, D. (2017). Fenomen psihomotoričnega učenja. V M. Marinšek in D. Rajtmajer (Ur.). Šport v funkciji doživljajske vzgoje (str. 51–74). Ljubljana: Amalietti & Amalietti.

Moog. H. (1968). Das Musikerleben des vorschulpflichtigen Kindes. Mainz: Schott.

Morrow, J. R., Tucker, J. S., Jackson, A. W., Martin, S. B., Greenleaf, C. A., in Petrie, T. A. (2013). Meeting physical activity guidelines and health–related fitness in youth. American Journal of Preventive Medicine, 44(5), 439–444.

Okely, A. D., Booth, M. L., in Chey, T. (2004). Relationships between body composition and fundamental movement skills among children and adolescents. Research Quarterly for Exercise and Sport, 75(3), 238–247.

Painter, G. (1966). The effects of a rhythmic and sensory motor activity program on perceptual motor spatial abilities of kindergarten children. Exceptional Children, 33(2), 113–116.

Pavlič Škerjanc, K. (2008). Integrativni kurikul ali kako povezati razdrobljeno. V M. Turk Škraba (ur.), Fleksibilni predmetnik – pot do večje avtonomije, strokovne odgovornosti in kakovosti vzgojno–izobraževalnega dela (str. 176–182). Ljubljana: Zavod Republike Slovenije za šolstvo.

Petrić, V., Kostadin, L., in Peić, M. (2018). Evaluation of an integrated programme of physical exercise with nursery-aged children: impact on motor achievements. Revija za elementarno izobraževanje, 11(3), 189–200.

Phillips - Silver, J., in Trainor, J. L. (2005). Feeling the Beat: Movement Influences Infant Rhythm Perception. Science, 308(5), 1430.

Pistotnik, B. (2011). Osnove gibanja v športu: osnove gibalne izobrazbe. Ljubljana: Fakulteta za šport.

Pišot, R. (2012). Lifelong competency: model of motor development. Kinesiologia Slovenica, 18(3), 35–46.

Rajtmajer, D. (2011). Nonlinearity in Sports Didactics. Physical Culture, 65(2), 86–91.

Sicherl - Kafol, B. (2007). Procesni in vsebinski vidiki medpredmetnega povezovanja. V J. Krek idr. (ur.), Učitelj v vlogi raziskovalca – Akcijsko raziskovanje na področjih medpredmetnega povezovanja in vzgojne zasnove v javni šoli (str. 112–130). Ljubljana: Pedagoška fakulteta Univerze v Ljubljani.

Seefeldt, V. (1980). Developmental motor patterns: Implications for elementary school physical education. Psychology of Motor Behavior and Sport, 36(6), 314–323.

Sloboda, J. A. (1986). The Music Mind – The Cognitive Psychology of Music. Oxford: Clarendon Press.

Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C. in Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60, 290–306.

Stratton, G., McWhannell, N., Foweather, L., Henaghan, J., Graves, L., Ridgers, N. D. in Hepples, J. (2009). The A–CLASS project research findings: Summary Report. Liverpool, UK: Sportslinx.

Sušić, B. B. (2017). Music Education for Every Child–Ideal or Reality? Revija za elementarno izobraževanje, 10(1), 85–97.

Thresher, J. M. (1964). The contributions of Carl Orff to elementary music education. Music Educators Journal, 50(3), 43–48.

Varl, K. K., in Duh, M. (2017). Prikaz medpredmetnega povezovanja na primeru implementacije sodobne umetnosti v osmi razred osnovne šole. Revija za elementarno izobraževanje, 10 (4), 377–397.

Zachopoulou, E., Bakle, I., in Deli, E. (2006). Implementing intervention movement programs for kindergarten children. Journal of Early Childhood Research, 4(1), 5–18.

Zachopoulou, E., Derri, V., Chatzopoulos, D., in Ellinoudis, T. (2003). Application of Orff and Dalcroze activities in preschool children: Do they affect the level of rhythmic ability? Physical Educator, 60(2), 50–56.

Zoglowek, H. G., in Aleksandrovich, M. (2016). Development through Movement-Psycho-pedagogical Analysis and Psychomotor Approaches. Revija za elementarno izobraževanje, 9(1–2), 151–172.