Investigando el impacto de la Pedagogía de Integración Música-Habla (MSIP) en la aptitud musical infantil: un informe registrado
- Siu-Hang Kong The Education University of Hong Kong https://orcid.org/0000-0002-6977-5379
- Ming Ming Chiu The Education University of Hong Kong https://orcid.org/0000-0002-5721-1971
- William Choi The University of Hong Kong https://orcid.org/0000-0001-7981-7782
- Alfredo Bautista The Education University of Hong Kong https://orcid.org/0000-0002-5878-1888
Resumen
Este Informe Registrado de Etapa 1 describe el diseño y el plan de análisis de un ensayo controlado aleatorizado para evaluar la Pedagogía de Integración Música-Habla (en inglés, Music-Speech Integration Pedagogy, MSIP), un programa en grupos pequeños destinado a fortalecer la sensibilidad tonal‑rítmica de niños y niñas en edad preescolar y su transferencia a la a la conciencia fonológica. Dado que la música y el habla comparten atributos acústicos e involucran sistemas neurales parcialmente superpuestos, la formación que refuerza el procesamiento tonal‑rítmico puede mejorar la conciencia fonológica. Inscribiremos a 40 niños y niñas hablantes de cantonés de 4 a 5 años en Hong Kong y les asignaremos por igual al grupo de intervención o al grupo de control. Evaluaremos principalmente los cambios pre–post en las habilidades musicales y del habla con las Medidas Primarias Abreviadas de Audición Musical (MPAAM) y con la prueba de Conciencia Fonológica en inglés (CFI). Además, los niños y niñas completarán una tarea de etiquetado de clases similar al test de oído absoluto (TOA). Los efectos se estimarán con modelos multinivel y multivariantes de diferencias en diferencias. Los hallazgos informarán sobre la viabilidad y la eficacia potencial del programa MSIP para fortalecer las habilidades auditivas fundamentales y la percepción de la prosodia, y aclararán los vínculos entre música y habla en un contexto de lengua tonal.
Biografía del autor/a
Profesor Asistente de Educación Musical en The Education University of Hong Kong. Sus líneas de investigación incluyen la educación musical en la primera infancia, la formación del profesorado, la sociología y la psicología de la educación musical, así como la educación comparada. Es autor de dos monográficos, titulados Cultural Capital and Parental Involvement: A Comparison of Students’ Music Participation between Beijing and Hong Kong y Soundscapes of Education: Nurturing Creativity through Music and the Arts, y ha publicado en diversas revistas académicas de prestigio. Basándose en su experiencia práctica en educación musical, su investigación busca avanzar tanto en la comprensión teórica como en la práctica profesional en este campo.
Catedrático Distinguido de Análisis y Diversidad en The Education University of Hong Kong. Asesora a los Ministerios de Educación de China y Catar. Es autor de la Teoría de la Escritura Engañosa, del análisis estadístico del discurso (entre las 50 mejores ideas en ciencia del aprendizaje de la Sociedad Internacional de Ciencias del Aprendizaje), del análisis de difusión multinivel, de la estadística de inteligencia artificial y de la detección online de depredadores sexuales. Sus 107 proyectos financiados (23 millones de dólares estadounidenses) han dado lugar lugar a 325 publicaciones (232 artículos en revistas científicas; más de 20.000 citas; número 8 en educación en China), 22 conferencias plenarias, 5 programas de televisión, 17 programas de radio y 204 artículos periodísticos en 22 países. Crea análisis estadísticos automáticos para Big Data.
Profesor Asistente de Patología del Habla y el Lenguaje en University of Hong Kong, donde también tiene el cargo de Director del Laboratorio de Percepción del Habla y la Música y Co-director del Centro para el Avance en Educación Inclusiva y Especial. Además, es miembro de la Sociedad Psicofónica. Sus áreas de interés en investigación incluyen la cognición musical, la percepción del habla y la lectura.
Catedrático y Sub-Director del Departamento de Educación Infantil (ECE) en The Education University of Hong Kong. Ha realizado investigaciones educativas en países de todo el mundo (España, Argentina, Reino Unido, Estados Unidos, Canadá, Singapur, Hong Kong/China). Actualmente, dirige varios proyectos de investigación y desarrollo centrados en el currículo de educación infantil, pedagogía, formación docente y desarrollo profesional. Gran parte de su investigación previa se ha centrado en la educación musical y artística, creatividad, y el juego. Editor General del Journal for the Study of Education and Development (Infancia y Aprendizaje). También colabora como Editor Asociado y Miembro del Consejo Editorial de otras revistas internacionales.
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