Music Education and Neurophysiological Regulation in Early Childhood: Should Teachers Guide or Get Out of the Way?

ABSTRACT Access to high‐quality early music education programs may mitigate the effects of poverty on the hypothalamic–pituitary–adrenal (HPA) axis, but fundamental questions remain about the role of early educators in conveying these benefits. In the current study, we measured the basal or resting...

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Bibliographic Details
Published in:Mind, brain and education brain and education, 2024-08, Vol.18 (3), p.360-372
Main Authors: Brown, Eleanor D., Holochwost, Steven J., Palmer Wolf, Dennie, Allen, Alyssa A., Garnett, Mallory L., Velazquez‐Martin, Blanca, Varnell, Suzanne, Malatesta, Jessa L.
Format: Article
Language:English
Subjects:
Children
Cortisol
Hypothalamic-pituitary-adrenal axis
Hypothalamus
Pituitary
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Summary:ABSTRACT Access to high‐quality early music education programs may mitigate the effects of poverty on the hypothalamic–pituitary–adrenal (HPA) axis, but fundamental questions remain about the role of early educators in conveying these benefits. In the current study, we measured the basal or resting cortisol levels of 76 children (Mage = 4.17 years; 42% female) over the course of the school day while they attended a Head Start preschool that included early music education classes. The results of a series of hierarchical linear models (HLMs) indicated that child‐directed music and movement activities during these classes were associated with lower levels of cortisol (relative to teacher‐directed activities; B = −0.019, p = .013), as were higher quality teacher–child interactions (B = −0.018, p = .013); both associations were moderated by child age. We discuss the implications of these results for future educational neuroscience research that seeks to inform early education programs for young children placed at risk by poverty. Lay We measured levels of the stress hormone cortisol over the course of the school day for 76 children attending a Head Start preschool. We were interested in the role of early educators in conveying the stress reducing benefits of music during early music education classes. Results suggested that child‐directed music and movement activities during these classes were associated with lower levels of cortisol, as were higher quality teacher‐child interactions. Child age influenced these associations.
ISSN:1751-2271
1751-228X
DOI:10.1111/mbe.12370