Enhancing attention skills in early childhood through musical relay games and physical activity: A non-western perspective
DOI:
https://doi.org/10.47197/retos.v72.115125Keywords:
Early childhood education, attention skills, musical relay games, cultural adaptation, Vygotsky’s theoryAbstract
Introduction: Attention skills are critical for early childhood development, yet many educators struggle to find effective strategies to foster sustained focus in young children.
Objective: This study investigates the impact of structured musical relay games, which combine both physical activity and cognitive engage-ment, on the attention skills of preschool children, focusing on sustained, selective, divided, and attentional control dimensions.
Methodology: A randomized controlled trial was conducted with 178 preschool children from diverse socioeconomic backgrounds in Indonesia. Participants were divided into experimental and control groups, with the former engaging in 16 sessions of musical relay games over eight weeks.
Results: The experimental group demonstrated significant improvements across all attention dimensions compared to the control group. The most significant gains were observed in sustained and selective attention, with strong effect sizes validating the intervention's efficacy. Moderating factors, such as age, further influenced the outcomes, highlighting the importance of developmentally tai-lored approaches.
Discussion: These findings align with Vygotsky's sociocultural theory and Piaget's cognitive development framework, underscoring the poten-tial of culturally adaptive, interactive learning strategies.
Conclusions: The study contributes novel insights into integrating music, physical activity, and play as tools for cognitive enhancement in early childhood education. The intervention's scalability and cultural adaptability position it as a sustainable solution for global early education challenges.
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