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- Vol 4 RE: App D
music playschoolphoneme processingvocabulary developmentpreschool childrenlongitudinal studyinhibitory controlnonverbal reasoninglanguage developmentJournal article Evidence summaryAt a glance
This longitudinal study investigated whether an accessible, weekly music playschool could support the language development of preschool children. Sixty-six children aged five to six were assessed four times across two school years.
Key ideas
The researchers compared children attending music playschool with peers attending similarly organised dance lessons or neither activity, while also measuring nonverbal reasoning and inhibitory control. Participation in music playschool was associated with stronger growth in phoneme processing and vocabulary; comparable advantages did not appear for dance, perceptual reasoning, or inhibition. The differences emerged over the two-year follow-up, suggesting that sustained, playful group music activity may influence developmental trajectories rather than produce only an immediate training effect. Because assignment was not random and participation could reflect family or contextual differences, the findings should not be treated as definitive causal proof.
Why it matters
Educationally, the study supports regular, professionally led musical activity as a plausible complement to early language learning.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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