Müzik Eğitiminin Çeşitli Boyutlarda Çocuk Gelişimine Olan Etkileri

Müziğin insan yaşamını şekillendiren, yön veren, bireyleri özelliklede çocukları bir şekilde kendine çeken ve etkileyen bir araç olduğu yapılan birçok bilimsel araştırma ile ortaya koyulmuştur. Bundan dolayı çocukluk yıllarında verilen müzik eğitimine ve dinlenilecek olan müziğin türüne, verdiği mesaja dikkat edilmeli, çocukları olumsuz ruh haline sokacak müzik türlerinden ve etkinliklerinden kaçınılmalıdır. Bu çalışmanın temel amacı, müziğin çeşitli boyutlarda insanlar, özelliklede çocuklar üzerindeki etkilerini ortaya koymaktır. Araştırmada geniş bir literatür taraması yapılarak, konuyla ilgili birçok yerli ve yabancı kaynak taranmış ve veriler elde edilmiştir. Elde edilen veriler doğrultusunda, müzik ve dil gelişimi ilişkisi, müzik ve beyin gelişimi ilişkisi, müzik ve bilişsel gelişim ilişkisi, müzik ve sosyal-duygusal gelişim ilişkisi, müzik ve akademik başarı ilişkisi ele alınmıştır.

Anahtar Kelimeler:

Müzik ve Dil Gelişimi, Müzik ve Beyin Gelişimi, Müzik ve Bilişsel Gelişim, Müzik ve Sosyal-Duygusal Gelişim, Müzik ve Akademik Başarı

The Effects Of Music Education In Various Dimensions On Child Development

Many studies in the literature have revealed that music is a tool that shapes and directs human life, attracts and influences individuals, especially children. Therefore, it should be paid attention to music education provided in childhood and the type of music they listen to, avoiding musical genres and activities that put children in a negative mood. The main purpose of this study is to reveal the effects of music on people, mainly on children. In the study, the data was obtained from a wide literature review conducted, through many national and foreign sources. The relationship between music and the linguistic development, between music and the brain development, between music and cognitive development, between music and social-emotional development, between music and academic achievement were analysed through this data.

Keywords:

Music and Linguistic Development, Music and Brain Development, Music and Cognitive Development, Music and Social-Emotional Development, Music and Academic Achievement,

PDF

___

Ayata, E. ve Aşkın, C. (2008). Müziğin beynin bilişsel fonksiyonlarına olan etkisi. ITU Journal Series B: Social Sciences, 5 (2). 13-22.
Bangert, M., Peschel, T., Schlaug, G., Rotte, M., Drescher, D., Hinrichs, H., Heinze, H.J., Altenmüller, E. (2006). Shared net- works for auditory and motor processing in professional pianists: evidence from fmrı conjunction. Neuroimage. 30, 917-926.
Barr, L., Dittmar, M., Roberts, E., Sheraden, M. (2002). Enhancing Student Achievement through the Improvement of Listen- ing Skills. Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master’s Program.
Başer, F.A. (2014). Müziğin okul öncesi dönemde çocuk gelişimine katkısı. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (8), 1-10. Bilhartz, T.D., Bruhn, R.A., Olson, J.E. (2000). The effect of early music training on child cognitive development. Journal of Applied Developmental Psychology, 20 (4), 615-636.
Costa-Giomi, E. (1999). The effects of three years of piano instruction on children’s cognitive development. Journal of Research in Music Education, 47 (3), 198-212.
Costa-Giomi, E. (2004). Effects of three years of piano instruction on children’s academic achievement, school performance and self-esteem. Psychology of Music, 32 (2), 139-152.
Duru, E.D. ve Köse, H.S. (2012). Klasik müzik dinlemenin ilköğretim öğrencilerinin sınav başarılarına etkisi. NWSA-Fine Arts, 7(2), 143-149.
Elbert, T., Pantev, C., Wienbruch, C., Rockstroh, B., Taub, E. (1995). Increased cortical representation of the fingers of the left hand in string players. Science, 270 (5234), 305-307.
Eriş, B. (2018). Anne beynim aç (8. Baskı). Alfa: İstanbul.
George, E.M. and Coch, D. (2011). Music training and working memory: an ERP study. Neuropsychologia, 49 (5), 1083-1094.
Graziano, A.B., Peterson, M., Shaw, G.L. (1999). Enhanced learning of proportional math through music training and spatial- temporal training. Neurological Research, 21 (2), 139-152.
Gromko, J.E., and Poorman, A.S. (1998). The effect of music training on preschoolers’ spatial-temporal task performance. Journal of Research in Music Education, 46 (2), 173-181.
Gültekin, D. (2014). Yaratıcı Drama Eğitiminin 60-72 Aylık Çocukların Sosyal-Duygusal Gelişimine Etkisi (Malatya İli Örneği). Yayımlanmamış Yüksek Lisans Tezi. Malatya: İnönü Üniversitesi, Eğitim Bilimleri Enstitüsü.
Güneş, F. (2010). Ninnilerin çocukların dil ve zihinsel gelişimine etkisi. Zeitschrift für die Welt der Türken/Journal of World of Turks, 2 (3), 27-38.
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.
Ho, Y., Cheung, M., Chan, A.S. (2003). Music training improves verbal but not visual memory: cross-sectional and longitudi- nal explorations in children. American Psychological Association. 17 (3), 439-450.
Hodges, D.A. and O’Connell, D.S. (2005). The Impact of Music Education on Academic Achievement. The University of North Carolina at Greensboro.
Hyde, K., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A.C., Schlaug, G. (2009). Musical training shapes structural brain development. The Journal of Neuroscience, 29 (10), 3019–3025.
Immonen, O., Ruokonen, I., Ruismäki, H. (2012). Elements of mental training in music. Procedia-Socialand Behavioral Sci- ences, 45, 588-594.
Kibar, B. (2008). Büyükanneleriyle Yetişen ve Yetişmeyen 5-6 Yaş Çocuklarının Sosyo-Duygusal Gelişim Düzeyleri, Davranış Sorunları ile Aile İşlevlerinin Değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi. İstanbul: Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü.
Kol, S. (2011). Erken çocuklukta bilişsel gelişim ve dil gelişimi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 21 (21). 1-21.
MacDonald, R.A. and Miell, D. (2000). Creativity and music education: The impact of social variables. International Journal of Music Education, (1), 58-68.
Magne, C., Schön, D., Besson, M. (2006). Musician children detect pitch violations in both music and language better than nonmusician children: Behavioral and electrophysiological approaches. Journal of Cognitive Neuroscience. 18 (2), 199-211.
Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S.L., Besson, M. (2009). Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity. Cerebral Cortex, 19, 712-723.
Moreno, S., Bialystok, E., Barac, R., Schellenberg, E.G., Cepeda, N.J., Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science. 22 (11), 1425-1433.
Rauscher, F.H., Shaw, G.L., Levine, L.J., Ky, K.N., Wright, E.L. (1994). Music and spatial task performance: A causal relation- ship. Presented at the American Psychological Association 102nd Annual Convention in Los Angeles, CA, August 12-16.
Rauscher, F.H., Shaw, G.L., Ky, K.N. (1995). Listening to mozart enhances spatial-temporal reasoning: Towards a neurophysi- ological basis. Neuroscience Letters, 185 (1), 44-47.
Rauscher, F., Shaw, G., Levine, L., Wright, E., Dennis, W., Newcomb, R. (1997). Music training causes long-term enhancement of preschool children’s spatial–temporal reasoning. Neurological Research, 19 (1), 2-8.
Rauscher, F.H., and Zupan, M.A. (2000). Classroom keyboard instruction improves kindergarten children’s spatial-temporal performance: A field experiment. Early Childhood Research Quarterly, 15 (2), 215-228.
Schlaug, G. (2001). The brain of musicians: a model for functional and structural adaptation. Annals of the New York Acad- emy of Sciences, 930 (1), 281-299.
Schlaug, G., Jancke, L., Huang, Y., Steinmetz, H. (1995). Invivoevidence of structural brain asymmetry in musicians. Science, 267 (5198), 699-701.
Schlaug, G., Norton, A., Overy, K., Winner, E. (2005). Effects of music training on the child’s brain and cognitive development. New York Academy of Sciences, 1060 (1), 219-230.
Sekman, M. (2018). Her şey beyinde başlar (6. Baskı). Alfa: İstanbul.
Şendurur, Y. ve Barış, D.A. (2002). Müzik eğitimi ve çocuklarda bilişsel başarı. Gazi Üniversitesi Gazi Eğitim Fakültesi Der- gisi, 22 (1), 165-174.
Vural, D.E. (2006). Okul Öncesi Eğitim Programındaki Duyuşsal ve Sosyal Becerilere Yönelik Hedeflere Uygun Olarak Hazırlanan Aile Katılımlı Sosyal Beceri Eğitimi Programının Çocuklarda Sosyal Becerilerin Gelişimine Etkisi. Yayımlanmamış Yüksek Lisans Tezi. İzmir: Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü.
Yang, H., Ma, W., Gong, D., Hu, J., Yao, D. (2014). A longitudinal study on children’s music training experience and academic development. Scientific Reports, 4, 5854.
Yoon, J.N. (2000). Music in the Classroom: Its Influence on Children’s Brain Development, Academic Performance, and Practi- cal Life Skills. M.A. Thesis. California, USA: Biola University, the Faculty of the Department of Education.
Yüksel, E.D. (1996). Okul Öncesi Eğitim Kurumlarında Müzik Eğitimi. Yayımlanmamış Yüksek Lisans Tezi, İstanbul: İstanbul Teknik Üniversitesi