RHYTHM AS A MEDIATING FACTOR IN EARLY LANGUAGE DEVELOPMENT: AN ACTION RESEARCH STUDY IN GREEK PRESCHOOL EDUCATION
DOI:
https://doi.org/10.46827/ejlll.v10i1.675Keywords:
rhythm, early language development, preschool education, music and language, action researchAbstract
The research focuses on rhythm as a mediating factor in early language development within preschool education, with particular emphasis on rhythm-centred musical activities embedded in everyday classroom practice. Grounded in contemporary research on music cognition, rhythmic perception, and early language acquisition, the study explores how structured yet playful rhythmic engagement may support language-related behaviours, including speech rhythm, auditory responsiveness, sustained attention, and expressive participation in young children. Adopting an action research design, the study draws on data collected from preschool teachers and student teachers who implemented rhythm-based musical activities in public and private kindergarten settings in Greece. The research was carried out over a clearly defined period, with data collection taking place between 23 November and 13 January 2025. This timeframe allowed for the systematic implementation of rhythm-based activities and the documentation of educators’ observations within authentic preschool settings. Data sources included educators’ observational records, pedagogical documentation, and reflective accounts concerning the integration of rhythmic musical practices into daily classroom routines. The analysis foregrounds educators’ perspectives on children’s engagement and communicative behaviours, rather than aiming to establish causal effects. The findings suggest that repeated engagement with rhythm-focused musical activities is perceived to support key aspects of early language development, particularly sensitivity to speech rhythm, auditory discrimination, verbal expression, and attentional regulation. Rhythm emerges as a shared temporal and communicative framework linking musical and linguistic experience through embodied and socially interactive learning processes. By situating rhythm-centred musical practice within authentic preschool contexts, the study contributes to interdisciplinary discussions on music–language relationships and embodied, multimodal approaches to early learning, while offering practice-oriented insights for early childhood educators seeking inclusive and accessible pedagogical strategies for language-rich learning environments.
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