Re: [xmca] Time perception in childhood

[Ulvi İçil <ulvi.icil@gmail.com>]

Is Diana Deutsch a member of xmca?

Well, I intend to share an experience about the development of my son's
hearing of single notes and melodies.

Not even one year, but around 8 months ago, my son was unable in general to
spell the correct name of a single note on the piano, put aside the melody
consisting of 8 to 10 notes. (He is born in 2005, May), when his back
turned against the piano.

He started to take lessons from a conservatory teacher in September once a
week, regularly making sound exercises at home on a daily basis.

During 8 months, I witnessed to his incredible development. For instance,
during five minutes,  his back turned to piano, you can play continuosly
and fastly single notes, interchangeably as you press the key he spells the
note and as he spells you press the key. It is astonishing that there is
not a single mistake.

The same is valid for melodies of 8 to 10 notes. His memory was very weak 8
months  ago not even to remember 3-4 notes successively. Now he can repeat
all kinds of melodies appropriate for his age.

Is this due to the development of some brain parts with education? I think
so.

I observe that the conservatory education here in Turkey does not take into
account the possible development of the brain and the teachers, who do not
make use of interdisciplinary research, evaluate the child at a given
moment , as not having strong musical memory or not having good ear etc.
whereas , as I witnessed it, the ear of the child , in fact, his brain and
his ear, develop in an incredible way.

Well, the question is: Is our conservatory education in Turkey is too much
archaic (I mean not making use of interdisciplinary research on brain
development with musical education) or is it somehow similar worldwide,
tending to gain the "talented"  children and to start to eliminate others
as soon as they do not hear at any given moment...

After our experience about my son, I , once more, believed, in the immense
power of education for developing the children.

Ulvi







---------- Forwarded message ----------
From: Beth Ferholt <bferholt@gmail.com>
Date: 2013/5/17
Subject: Re: [xmca] Time perception in childhood
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>


Ulvi -- do post the responses you receive, thanks! -- BTW, here in Sweden
the preschool where I am working had a study of time organized by children
... they forces their classmates to "be bored" (do nothing) and timed them,
then forced them to have fun (?) and timed them again, to see if time
really goes faster when you are having fun than when you are bored ... but
then they had to build a time machine to correct some errors in the
calculations.  Beth


On Fri, May 17, 2013 at 12:40 PM, Ulvi İçil <ulvi.icil@gmail.com> wrote:

> Dear all,
>
> I look for some basic references on time perception by children, how it
> evolves in childhood, how it can be supported via scaffolding, best parent
> approaches to time management for children, relationship with
> self-regulation, how it flows during intended activities (play) and
> unintended (school work for some children) and so on?
> In addition, its relationship with music education (instrument,
> specifically piano education) since I observe that it is a serious problem
> for piano pedagogues to prevent their students mostly from playing fast
> etc.
> I appreciate any recommendation.
> Ulvi
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--
Beth Ferholt
Assistant Professor
School of Education
Brooklyn College, City University of New York
2900 Bedford Avenue
Brooklyn, NY 11210-2889

Email: bferholt@brooklyn.cuny.edu
Phone: (718) 951-5205
Fax: (718) 951-4816
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