Formation of rhythm perception in children in their third year of life within everyday activities of preschool education institutions
DOI:
https://doi.org/10.28925/2311-2409.2025.4411Abstract
The article addresses the issue of the formation of rhythm perception in children in their third year of life as an essential component of their holistic psychophysical development. Rhythm perception is interpreted not only as a musical ability but as an integrative basis for movement coordination, emotional regulation, and a child’s readiness for joint activity with adults. The relevance of the study is determined by the established practice in preschool education institutions, where the organization of musical-rhythmic activities is predominantly assigned to music teachers and limited to specially organized classes. At the same time, musical-rhythmic exercises represent an accessible and pedagogically appropriate means of development for children in their third year of life and can be systematically implemented by educators within everyday educational interactions and routine moments.
The study analyzes contemporary Ukrainian and international research that confirms the significance of musical-rhythmic activities for the development of rhythm perception in early childhood. It is demonstrated that the effectiveness of rhythm perception formation depends on regularity, emotional engagement, and the correspondence of musical-rhythmic exercises to children’s age-related capabilities.
The main focus of the article is placed on substantiating a pedagogical frame for the formation of rhythm perception in children in their third year of life, which is conceptualized as a structured framework for educator–child pedagogical interaction. The proposed frame is oriented toward the integration of musical-rhythmic exercises into the everyday activities of educators and children in preschool education institutions. It does not imply rigid regulation of exercise content and allows for individual rhythmic expressions of the child.
The article characterizes the features of implementing the pedagogical frame during routine moments and free play, outlines the principles of selecting musical accompaniment, and defines the role of the educator in supporting children’s rhythmic activity. The proposed approach has a practical orientation and can be applied in preschool education practice for the systematic formation of rhythm perception in children in their third year of life.
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References
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Liparoti, M., Minino, R. (2021) Rhythm and movement in developmental age. Supplementary Issue: Winter Conferences of Sports Science. Costa Blanca Sports Science Events, 22–23 March, Alicante, Spain. DOI: 10.14198/jhse.2021.16.Proc3.10 [in English]
Laure, A., Habe, K. (2024) Stimulating the development of rhythmic abilities in preschool children through movement-based musical activities. Early Childhood Education Journal. DOI: https://doi.org/10.1007/s10643-023-01459-x [in English]
Novoseletska I. (2025) Music–movement interventions and rhythmic development in preschool children. European Early Childhood Education Research Journal. № 11(57). С. 988–996. DOI: https://doi.org/10.52058/2786-4952-2025-11(57)-988-996 [in English]
Phillips-Silver, J., Trainor, L. J. (2005) Feeling the beat: Movement influences infant rhythm perception. Science. Vol. 308(5727). P. 1430–1433. URL: https://www.science.org/doi/10.1126/science.1110922 [in English]
Polovina, O., Solomnikova, K. (2024) Neurobiological basis of music and rhythm in children early age. Boston: ISG Publishing. 146 p. URL: https://elibrary.kubg.edu.ua/id/eprint/49570/ [in English]
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Zentner, M., Eerola, T. (2010) Rhythmic engagement with music in infancy. Proceedings of the National Academy of Sciences of the United States of America. Vol. 107, No. 13. P. 5768–5773. DOI: https://doi.org/10.1073/pnas.1000121107 [in English]
