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Abstract
Brain-physiological basis of early childhood music education
and its implication
Kim. You-Me
1bis study purporrs to investigate the brain-physiological basis of early childh¦Á? music education
and its implicarion. For this purpose of the study, firs t!y, the significance and object of music
education are presented, secondly, brain-physiological basis of music education is closely described,
thirdly, its implication on early childhood education is discussed, finally, the conclusion ?d suggesrion
of music education are derived.
There¡¯s a great deal of excitement over music research rhese days. The Journals or pop?ar press
often report on new findings, such as rhe effects of listening to or playing music on child
development, intelligence, cognirive abiliries, and brain function.
Learning and perforrning music actually exercise rhe brain not only by developing s?cific musical
skills, but also by strengthening the synapses between brain cells. By making music, the
sensory-perceptual sysrems, rhe cognitive systems, planning movement, feedback and evaluation of
actions, the motivational systems, and memory are engaged. What is important is not how well a
student plays but rather the simulraneous engagement of senses, muscIes, and intellea. In short,
m?? ng music actively engages the brain synapses, and there is g¡Þd reason to believe rhat it increase
rhe brain¡¯s capacity by increasing rhe srrengths of connections among neurons.
¦Ðus study zeroes in on rhe importance of music in cognition, and suggests applicarion methods of
music as arousal, carrier, primer, and, in addition, an essential factor of suggestop¦Ådia in early
childh¡Þd education. 1bis study recommends insuring substantialiry of music activity in expression
domain, aaively integraring music 3!¦Áiviry into orher acrivities in e}¦Õression domain and acriviries 10
other domains, and applying suggesropedia ro preschool settings