Title
Move to Learn! More Strategies Based on Recent Brain Research
Document Type
Article
Publication Date
Fall 2013
Abstract
What can early childhood music educators learn from recent investigations of brain-based learning to guide us when teaching movement in our music classes? In the recent past, cognitive scientists substantiated advantages of active, hands-on learning: The human brain learns from the body and remembers more when actively engaged in the learning process. Increased learning ensues because the entire body is interconnected with the brain, which responds to and is stimulated by active engagement. This article is the second in a series exploring the importance of movement and music in the cognitive development of young children (see Flohr & Persellin, 2013). The ideas and movement strategies presented here are intended to have broad applications and may inspire readers to investigate the fascinating area of brain research literature more thoroughly.
Identifier
10.1386/IJMEC_0243_1
Publisher
Ingenta
Repository Citation
Flohr, J.W., & Persellin, D.C. (2013). Move to learn! More strategies based on recent brain research. Perspectives: Journal of the Early Childhood Music & Movement Association, 8(4), 14-18. doi:10.1386/IJMEC_0243_1
Publication Information
Perspectives: Journal of the Early Childhood Music & Movement Association