Music and brain development

In November 2009, I came across an article on music and the brain and how music can affect a child’s brain in a very positive way. This article was written by Pam Burton and I’ve included an excerpt of it in the November ‘09 issue of my newsletter. This article drew a lot of interest from our readers so I decided to also post it here on my blog to share with everyone. Remember that this is only an excerpt of the original article which you can find here.

1. Brain development is reliant upon interplay between genes and environment. There is no longer the debate whether our learning is more dependant on nature or nurture. Research indicates that nature lays down a complex system of brain circuitry, but how that circuitry is wired is dependant on external forces such as nutrition, surroundings and stimulation

2. Early experiences contribute significantly to the structure of the brain and its capacities. The quality, quantity and consistency of stimulation will determine how nerve fibres within the brain (synapses) develop and function. This is true for both cognitive (gaining of knowledge and perception) and emotional development (the learning about different feelings, social behaviour and appropriate emotional response), and the effect is life-long.

3. Early interactions, how we relate and respond, directly affect how the brain is “wired”. Children learn in the context of important relationships. Brain cell connections are established as the growing child experiences the surrounding world and forms attachments to parents, family members, and caregivers. Warm, responsive care appears to have a protective biological function, helping the child weather ordinary stresses and prepare for the adverse effects of later stress or trauma. Non-responsive care, absence of care, drug abuse, and trauma can all have an adverse effect on the child’s emotional well – being.

4. Brain development is not a step-by-step process; it is more like a spiral with waves or windows of opportunity. Learning continues across the life cycle; however, there are windows of opportunity during which the brain is particularly efficient at specific types of learning. Certain critical periods are conducive to developing specific skills. For example, children are most receptive to second language learning from birth to ten. Children are particularly in tune with music between the ages of three and ten.

Researchers have determined that some memories do exist physically in the brain. When behaviours are repeated numerous times the brain forms a physical manifestation of behaviour called biological substrate. If there is behaviour we want to see automatic in young children, repetition is the key.

1. The optimal ages for musical instruction are between the ages of three and ten. There are few examples of professional musicians who begin studying music later in life. As an added benefit, researchers believe music affects spatial temporal reasoning (the ability to see part/whole relationships). Children who begin piano lessons at the age of three and four score higher on this reasoning skill than their peers who did not receive musical instruction.

2. Emotions boost memory. When emotions are engaged, the brain is activated. Emotions create a release of chemicals that act as a memory fixative. We all remember our lowest lows and our highest highs. Engage emotions; get children involved and excited.

This article speaks to us about our brain in a logical and fundamental manner. It reminds us of things we have known but may have pushed into the background due to our everyday busy lives.

One thing is certain, music speaks to our children’s joyous collective soul, their inquiring mind, and their body using its unique blend of movement, rhythm, melody, harmony and timbre. They soak it up like a sponge and retain the concepts with repetition.

Maria

Tags: Brain Development, Child Experiences, Emotional Development, Emotional Response, Music And The Brain