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Document Type: info:eu-repo/semantics/doctoralThesis
Title: Wspieranie rozwoju emocjonalnego dziecka w wieku przedszkolnym. Muzykoterapia kreatywna drogą do odkrywania "muzycznego lustra"
Other Titles: Supporting the emotional development of a child of preschool age. Creative music therapy: A way to discover the "music mirror"
Authors: Szymajda, Agnieszka
Keywords: "muzyczne lustro”; muzykoterapia kreatywna; dziecko w wieku przedszkolnym; wspieranie rozwoju emocjonalnego; "music mirror"; creative music therapy; pre-schooler; emotional development support
Issue Date: 2016
Publisher: Dolnośląska Szkoła Wyższa
Abstract: The dissertation discusses issues related to the possibilities of supporting the emotional development of a child in preschool age through creative music therapy. The study, consisting of two stages, was carried out in order to respond to the main research questions. The first step was quantitative analysis, the second were qualitative case studies. In total, the study involved 88 children from nursery schools in Wroclaw in the age from four to seven years old. They were children remaining in intellectual norm and proper development; a few of them remained in the care of psychological and educational counseling. Children in the experimental group participated for six months in a group of creative music therapy classes conducted in accordance with individual programs designed for the particular children. During this time, children in the control group attended in music classes, in the same number of hours. These classes were held according to the standard program. The experiment carried out on two groups in the first stage of research, with an initial and final measurement, showed a significant effect of creative music therapy on the emotional development of children in preschool age. It turned out that principles, forms, methods and techniques adapted from creative music therapy are more useful to support the emotional development of a child than the traditional methods of music education of children in nursery. The second stage of research, the qualitative study, consisted of observation techniques, interviews, document analysis, children's drawings and a psychomotor test. Twelve children participated in this study. These children took part in individual classes of creative music therapy for ten months. The main object of analysis and interpretation, during the second phase of the study were children's musical improvisations: vocal, instrumental and movement. Other research techniques (interviews, analysis of drawings, psychomotor test) were complementary, as well as observations of the children in a group. These actions constituted the process of triangulation. The result and the main achievement of scientific studies is the typology of children’s "music mirrors”. This typology provides a more profound understanding of children; it shows the potential and unique features to experience and create music. A "music mirror" is the way in which children create, "reflect" live music. Studies have shown that following "musical reflections" can help the children overcome difficulties in the emotional sphere, and develop both musical and emotional potential. Each of the distinguished "music mirrors" children: creative, impulsive, sensitive, imaginative, experimenting and analytical, relates to a different strategy of selecting forms, methods and techniques of creative music therapy. The final results of the research have been presented in several comprehensible tables. They consist of the most important features of each "music mirrors", as well as the corresponding strategy of selecting forms, methods and techniques of creative music therapy. The last tables present the changes regarding to musical activity and emotional functioning of the children. The observed effects of the impact on creative music therapy show the wide possibilities of influencing emotional development. These changes relate to the increase of selfesteem, autonomy, empathy, impulse control, improved concentration and elimination of timidity, emotional lability, hyperactivity. A properly developed creative music therapy program responds to the needs of children with diverse characteristics of emotional development. This applies to both children that indicate difficulties in the emotional sphere, as those whose development does not raise concern. The results encourage to enrich the existing programs intended for preschool children with creative music therapy. It is worth emphasising that such a program in equal measure can serve all children, regardless of the characteristics of their individual development. This seems particularly relevant in the context of the idea of inclusive education.
Appears in Collections:WNP – Doktoraty

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