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DAMP was coined in 2011 by music education researcher Dr. Guerino Terracciano while conducting a study for the effect of a hands-on music education in-service program on early childhood educators’ attitude, knowledge, and self-efficacy for providing DAMP in the learning environment with young children. Terracciano [1] states the following:
Beginning in 1935, along with his colleague Jenő Ádám, he embarked on a long-term project to reform music teaching in the lower and middle schools by actively creating a new curriculum and new teaching methods, as well as writing new musical compositions for children. His work resulted in the publication of several highly influential books ...
Early One Morning in the Spring: Chapters on Children and on Childhood as it is revealed in particular in Early Memories and in Early Writings. New York: Octagon Books, 1977. Dickens, Charles. David Copperfield. Ed. Nina Burgis; notes, Andrew Sanders. Oxford: Oxford University Press, 2008. Gardner, Martin, ed.
Suzuki observed that children speak before learning to read, and thought that children should also be able to play music before learning to read. To support learning by ear, students are expected to listen to recordings of the music they are learning daily. Memorization of all solo repertoire is expected.
NAEYC also publishes a scholarly journal to help early childhood professionals and parents stay informed about the latest research on educating children age 0-8, Young Children. In 2007, NAEYC also developed Teaching Young Children, a magazine written for preschool teachers. The magazine provides useful, research-based ideas that teachers can ...
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The Mozart effect is particularly controversial as while the initial study suggested listening to Mozart positively impacts spatial-temporal reasoning, later studies either failed to replicate the results, [44] [45] suggested no effect on IQ or spatial ability, [46] or suggested the music of Mozart could be substituted for any music children ...
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