The Value of Musical Interactions in Early Development in Down syndrome: A Grounded Theory Study

dc.contributor.authorYokoyama, Miaen
dc.contributor.departmentEducationen
dc.contributor.supervisorLevine-Rasky, Cynthia
dc.date.accessioned2021-10-01T16:23:57Z
dc.date.available2021-10-01T16:23:57Z
dc.degree.grantorQueen's University at Kingstonen
dc.description.abstractThis study examines musical interactions in the early life of a child with Down syndrome (DS) who developed fluent oral language skills by the age of five. This allowed for rich social and learning experiences in kindergarten and set a solid foundation of early literacy skills. Research in young children with DS has mainly focused on improving parent-child communication, but interventions require unfeasible levels of frequency to be highly effective. Current research on the benefits of music for typically developing children indicates improvements to auditory abilities, vocabulary, oral language skills, attention, emotional regulation and prosocial skills. No such studies have yet to be conducted with children who have DS. The neurocognitivist approach to language suggests that wider elements of development are connected to language development, and this is another area in need of further research. This study begins to address these gaps by analyzing several different sources of personal data from the early life of a child with DS. These include autoethnographic writing by the mother, personal mementos such as photographs, a compact disc (CD) collection, social media posts and the child’s early years’ developmental reports. Grounded theory was used to analyze the influence of musical experiences and song on the extraordinary development of this child with DS. Results lay the foundation for wider research projects and have implications for early childhood intervention and education practice, public policy, and parent training for families with children who have DS and possibly other developmental challenges.en
dc.description.degreeM.Ed.en
dc.identifier.urihttp://hdl.handle.net/1974/29468
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rightsAttribution-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-sa/3.0/us/*
dc.subjectDown syndromeen
dc.subjectoral language developmenten
dc.subjectearly childhooden
dc.subjectmusicen
dc.subjectearly interventionen
dc.titleThe Value of Musical Interactions in Early Development in Down syndrome: A Grounded Theory Studyen
dc.typethesisen
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