The benefits of music on children’s growth, development, confidence, family engagement, and school-readiness skills continue to gain the interest of researchers. Below, find a library of research studies that have been conducted on how music education—and Kindermusik programs specifically—support children’s development and skill-building.
Note: At the time several of these studies were conducted, the Kindermusik@School program was called ABC Music & Me.
Improving Student Language and Literacy Skills
Abstract: Students who received ABC Music & Me instruction showed significantly larger gains (32% more improvement) on the PALS test than did students who did not receive ABC Music & Me instruction, indicating that the program successfully boosts preschoolers’ language and literacy skills.
The Impact of Music on Language and Early Literacy
Abstract: This research summary reviews high-quality experimental studies conducted in classrooms with young children receiving music education, plus relevant brain research that focuses on the impact of musical instruction on the brain. The impact of music and musical instruction on early language and literacy development for young children is examined in Reading Comprehension, Verbal Memory, Listening Skill, Vocabulary, Phonological and Phonemic Awareness, Writing and Print Awareness, Family Involvement, and more.
The Impact of Music on Social-Emotional Development and Academic Success
Abstract: The following summary reveals that social-emotional competence in the early years is linked to future academic success. Furthermore, a growing body of research confirms that teaching and learning across the curriculum areas can successfully embed social-emotional lessons, resulting in cognitive as well as social-emotional gains.
The Impact of Music on Mathematics Achievement
Abstract: This research summary presents a survey of seminal studies undertaken to test music’s impact on math abilities for children in preschool, kindergarten, and the primary grades. This summary also reveals the findings of one such research project built around a Kindermusik program. The results of this study were published in the Journal of Applied Developmental Psychology and have been reviewed and commented upon by leading thinkers in the field.
Music and Movement in English Language Learning in Very Young Children: A Booklet for Teachers and Parents
Abstract: There is a developing awareness of the importance of introducing foreign language instruction at the youngest possible age. Recent research indicates that a baby has the ability to learn any of the world languages, and that the earlier children are involved in learning a second language, the more natural it is for them to understand and speak the language. Linguist Patricia Kuhl ascertained this conclusion based upon brain measures in the form of electrophysiological scans (ERPs) (Kuhl, 2008). Here, Kuhl documents the transformation that occurs between eight and ten months of age as infants learn to “take statistics” from the language to which they’re exposed, already beginning to determine which sounds are linguistically significant and which are not.
Harvard Family Research Project: Family Engagement as a Systemic, Sustained, and Integrated Strategy to Promote Student Achievement
Abstract: Family engagement in education is related to a range of benefits for students, including improved school readiness, higher student achievement, better social skills and behavior, and increased likelihood of high school graduation. The strongest research evidence indicates that parental beliefs, attitudes, values, and childrearing practices, as well as home–school communication, are linked to student success. Furthermore, investing in family engagement can be cost effective. For example, schools would have to spend $1000 more per pupil to reap the same gains in student achievement that an involved parent brings.
These research-based findings align with a key principle of Harvard Family Research Project—namely that schools alone cannot meet students’ needs, especially the needs of those students who are the most disadvantaged. These students in particular need the benefits of a complementary learning approach, in which an array of school and non-school supports complement one another to create an integrated set of community-wide resources that support learning and development from birth to young adulthood.