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The Impact of Music Therapy on Children in a Multicultural Elementary School

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Impact of Music Therapy on Children in a Multicultural Elementary School/ by Sylvia Ingeborg Haering.
Author:	Haering, Sylvia Ingeborg.
Description:	XX, 199 p. 25 illus., 2 illus. in color.online resource. :
Contained By:	Springer Nature eBook
Subject:	Schools. -
Online resource:	https://doi.org/10.1007/978-3-658-39330-4
ISBN:	9783658393304

The Impact of Music Therapy on Children in a Multicultural Elementary School
Haering, Sylvia Ingeborg.

The Impact of Music Therapy on Children in a Multicultural Elementary School[electronic resource] /by Sylvia Ingeborg Haering. - 1st ed. 2022. - XX, 199 p. 25 illus., 2 illus. in color.online resource.

Literature review -- Methodology -- Data analysis and results -- Discussion of results.

The OECD stated in 2018 that language barriers are among the greatest obstacles to the successful inclusion of students with an immigrant background. Providing adequate instruction in the language of instruction at school, and offering learning experiences independent of the level of language skills is, therefore, an essential task of the 21st-century school systems. This book explores how music therapy can contribute to solving this challenge. It investigates the multicultural learning environment of an Italian elementary school that is characterised by students with multiple native languages and different levels of proficiency in the language of instruction. In some cases, students have difficulty following lessons and participating in social life. The children (5-8 years) receive music therapy in the experimental condition and regular school activity in the control condition according to a within-subject control group design, meaning that half the children started in the control condition and the other started in the experimental condition; they switched at the half-time point. Data on the children’s language skills and general behaviour are collected and analysed. About the author Sylvia I. Haering is a music therapist and social scientist. She worked as a researcher in various projects at University Augsburg (Germany), University of the Arts Bremen (Germany), and Roma Tre University (Italy). She has studied composition in Salzburg (Austria) and Music Therapy in Krems/Donau (Austria) and obtained her PhD from Roma Tre University in Social and Educational Theory and Research (Italy).

ISBN: 9783658393304

Standard No.: 10.1007/978-3-658-39330-4doiSubjects--Topical Terms:

557489
Schools.

LC Class. No.: LB2801-3095

Dewey Class. No.: 371

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520 $a The OECD stated in 2018 that language barriers are among the greatest obstacles to the successful inclusion of students with an immigrant background. Providing adequate instruction in the language of instruction at school, and offering learning experiences independent of the level of language skills is, therefore, an essential task of the 21st-century school systems. This book explores how music therapy can contribute to solving this challenge. It investigates the multicultural learning environment of an Italian elementary school that is characterised by students with multiple native languages and different levels of proficiency in the language of instruction. In some cases, students have difficulty following lessons and participating in social life. The children (5-8 years) receive music therapy in the experimental condition and regular school activity in the control condition according to a within-subject control group design, meaning that half the children started in the control condition and the other started in the experimental condition; they switched at the half-time point. Data on the children’s language skills and general behaviour are collected and analysed. About the author Sylvia I. Haering is a music therapist and social scientist. She worked as a researcher in various projects at University Augsburg (Germany), University of the Arts Bremen (Germany), and Roma Tre University (Italy). She has studied composition in Salzburg (Austria) and Music Therapy in Krems/Donau (Austria) and obtained her PhD from Roma Tre University in Social and Educational Theory and Research (Italy).
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