Introducing Music notation to preschoolers: a preliminary study

SOFIA DOUKLIA, IRINI SKOPELITI

Abstract

Research in music education suggests that children’s participation in music programs can enhance cognitive development. However, limited research has investigated how teaching specifically music notation affects cognitive functions and music understanding. This paper presents two empirical studies that examined the effects of music interventions—based on standard or graphic notation—on preschoolers’ executive functions and musical comprehension. In Study 1, preschoolers were randomly assigned to standard or graphic notation groups and were instructed basic music concepts. Study 2 introduced a control group to explore whether graphic notation could support learning standard music notation, which remains -after all- the universal music language, essential for musical engagement. Results highlight that standard notation positively affected cognitive performance and musical understanding, supporting its use in early education.

Keywords

Preschool Music education, Music notation, standard Music score, graphic Music score

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References

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DOI: https://doi.org/10.26220/mje.5391

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