The Effects of Music and Movement Activities on the Cognitive Flexibility of Kindergarten 2 Children

Abstract

     This study examined the effects of music and movement learning experiences on cognitive flexibility in young children. A quasi-experimental research design employing a one-group pretest-posttest design. The participants were 27 preschool children aged 4–5 years who were enrolled in Kindergarten 2 during the 2025 academic year at Ramkhamhaeng University Demonstration School, Bangna Campus. The participants were selected using purposive sampling. The research instruments consisted of 24 music and movement learning activity plans, the cognitive flexibility skills assessment through body movement with equipment, and the learning behavior observation form. The data were analyzed using the mean, standard deviation, and content analysis. The cognitive flexibility skills assessment through body movement with equipment had IOC values ranging from 0.66 to 1.00. The results showed that the assessment was consistent with the objectives and components of cognitive flexibility skills and had content validity at an acceptable level.
     The research findings showed that preschool children who received learning experiences using music and movement activities had an overall mean of 3.11 (S.D. = 0.93) on cognitive flexibility skills after the experiment, which was higher than before the experiment. The results of behavioral observations during the activities showed that the children were able to appropriately modify their movement patterns in accordance with the musical rhythm and changing conditions. They demonstrated the ability to adapt to new situations, develop a variety of movement strategies, and select flexible problem-solving methods.
     The findings suggest that music and movement activities are a suitable approach to promoting flexible thinking skills in young children, particularly the development of adaptability, creative thinking, and problem-solving skills. These are fundamental skills for 21st-century learning and can be appropriately applied in designing learning experiences for young children.