From flash mobs to line-dancing to the Nutbush, experiencing rhythm and movement in a group context is known to boost mental and physical health in people of all ages.
Now a University of the Sunshine Coast study of more than 200 four-year-olds across South East Queensland has found and measured significant, specific benefits of the practice in preschool settings.
And the results of a related study in Hong Kong indicate the program could help children - and their teachers - globally.
"The children who participated in the scientifically developed program showed stronger social skills and fewer behavioural problems than others, right across their transition to school," says UniSC Professor of Education Kate Williams.
"Preschool and school teachers reported increases in prosocial behaviour such as cooperation, helping, and positive peer interactions.
"There were reductions in behaviour problems relating to both conduct and emotions."
Professor Williams says the effects were observed among very diverse children in communities where low socio-economic status often impacts child development.
"In addition, the program was implemented by teachers who had no prior music background over just eight weeks, highlighting how responsive young children can be."
Her paper , published in Behavioral Science journal in collaboration with QUT and The University of Queensland, provides new evidence after a decade of developing, piloting and evaluating the Rhythm and Movement for Self-Regulation (RAMSR) program.
The program provides children with regular opportunities to move in time with others supported by rhythm. It can involve clapping hands, tapping sticks and body percussion.
"It's different to other music activities because of its specific neuroscience base," Professor Williams says.
" RAMSR is grounded in the developmental neuroscience of beat perception, movement and cognitive development.
"The rhythm and coordinated movement are intentionally designed to activate the brain networks involved in self-regulation, helping children practise focus, control impulses, and work together."
The paper follows previous research by the team at the same eight kindergartens that found the program boosted children's ability to regulate their attention, emotions and behaviour, and improved impulse control and school readiness across the transition to school.
In the Hong Kong trial reported in a paper last month in Child Development journal , similar results showed the potential universal benefits of the approach.
Another study published in Early Childhood Education Journal in February identified the facilitators and barriers for teachers in implementing the program.
"It's not surprising that rhythm and movement support children's social and emotional development," Professor Williams says.
"Humans have used music and movement to connect and regulate behaviour for thousands of years.
"This program provides children with a regular experience of moving in time with others supported by rhythm, which is known as interpersonal synchrony.
"This synchrony builds social cohesion and empathy. We should all be doing the Nutbush in our workplaces together on a regular basis!"
