A family of top-down mental processes needed when you have to concentrate and pay attention, when going on automatic or relying on instinct or intuition would be ill-advised, insufficient, or impossible.
Published in Chapter:
The Role of Arts and Music in Early Childhood Education
Christos A. Makridis (Columbia Business School, Columbia University, USA & Stanford University, USA), Kathleen Guan (Yale University, USA), Evan Rey Ludington (Canyon Crest Academy, USA), Michael Hopkins (University of Michigan, USA), and Soula Parassidis (Living Opera, USA)
Copyright: © 2022
|Pages: 27
DOI: 10.4018/978-1-7998-8649-5.ch013
Abstract
This chapter surveys the literature on the quantitative effects of early childhood arts and music education on childhood development. First, the authors establish a theoretical framework that explains the potential role of arts and music education, focusing on its effects on three mechanisms behind childhood development: (1) habit formation, (2) brain development, and (3) socialization. Second, they discuss available evidence in each of these areas, focusing on causal experiments and the importance of reaching children early in their development. Third, they explore the role of technology as a mediating force behind childhood development and provide suggestions for how technology can be used to accelerate and improve the learning process for children in years to come.