博碩士論文
The perceived effects of extracurricular music participation on preschool children’s social skills in Hong Kong
EdLink- The perceived effects of extracurricular music participation on preschool children’s social skills in Hong Kong
- 2019
-
- Hong Kong
-
- 1997.7 onwards
-
- 學前教育
- The purpose of this research was to investigate the effects of extracurricular music participation on preschool children’s social skills in Hong Kong. This study was quantitative dominant, whilst qualitative data was collected to triangulate with the quantitative data. Phase one was the intervention and quantitative data collection whilst individual interviews and class observations were conducted in phase two. Interventions were three different extracurricular activities including: 1) group music training; 2) piano lesson; and 3) drawing class. The duration of the interventions was 24 weeks and the instrument used to collect data was the Social Skills Improvement System-Rating Scale (SSIS-RS). Participants were 180 preschool children aged from four to five (n1=72, n2=72, n3=36).Interviewees were teachers and parents from the different intervention groups. Results of ANOVAs revealed that extracurricular activities have positive effects on participants’ social skills. Tukey post hoc tests revealed that the effects of group music training on participants’ social skills was significantly higher than the piano lesson and the drawing class in all seven subscales; effects of piano lesson on participants’ social skills were significantly higher than the drawing class in four subscales. Qualitative data indicated that parents’ understanding of social skills was similar with each other. Parents’ expectations of extracurricular activities were varied between groups, but were similar within each studied group. Teachers’ perception of social skills and their perception of their role and responsibilities were diverse between groups. Teachers’ perception of effects of extracurricular lessons on young children’s social skills was diverse too. Qualitative data showed that parent’ expectations on the extra-curricular activities, teachers’ beliefs and instructional strategy might influence the results.This study indicated that music education can play a role in young children’s development; intervention music programs can be constructed for preschool children who have difficulties to acquire social skills. Future studies should examine the associations between family’s socio-economic status and children’s social skills in the context of Hong Kong. Particular interventions to develop group music classes that specifically target and refine the development of social skills and a positive attitude may help to improve some of the problems that students experience. All rights reserved.
- EdD
- The Education University of Hong Kong
- Hong Kong
-
- 英文
- 博碩士論文
- https://bibliography.lib.eduhk.hk/tc/bibs/26d28387
- 2023-01-05
最近的博碩士論文
Towards a contextualised interpretation of Chinese university student engagement with teacher written feedback博碩士論文
Facilitating intercultural competence development with intercultural language teaching approach in a business English speaking class: An action research project博碩士論文
Exploring vocational pedagogy and collaborative work-based learning of students as the manifestation of vocational teachers’ workplace learning博碩士論文
A study to describe the content-language teaching strategies from content-trained teachers in immersion education with different L2 levels博碩士論文
An integrative counselling program for emotionally distressed parents of children with special education needs博碩士論文
The significance of integrating computational thinking education into mathematics education In senior primary school博碩士論文
Development and implementation of a learning analytics tool to support teacher orchestration of collaborative science inquiry in a mobile learning environment博碩士論文
A qualitative study of the experiences of the parents in supporting their dyslexic children in secondary schools博碩士論文