Music, Body Movement, and Digital Mediation in Early Childhood Education: A Scoping Review of Attention, Self-Regulation, and Learning
DOI:
https://doi.org/10.64747/yxy7a543Keywords:
music, body movement, early childhood education, digital resources, self-regulationAbstract
Introduction: Music and body movement are widely used in early childhood education, but interventions combine rhythm, singing, teacher interaction, rules, motor practice, and technological resources, making it difficult to attribute outcomes to a specific component. Objective: To map evidence published through December 31, 2025, on music and body-movement interventions, with specific attention to digital mediation and outcomes involving attention, self-regulation, and learning in early childhood education. Methods: A scoping review was conducted using JBI guidance and PRISMA-ScR reporting. Five reproducible Crossref searches retrieved 250 records; 240 were unique, 159 passed a broad thematic filter, 32 reports were assessed, and 20 sources were included. Evidence was classified as active music-movement, active digital mediation, or synthesis/context. Results: Ten sources addressed active interventions, two digital mediation or sensor-based instrumentation, and eight syntheses or contextual evidence. Trials showed more consistent signals for inhibition and self-regulation than for working memory, flexibility, or academic transfer. A meta-analysis focused on ages 3–6 reported small-to-moderate pooled effects for inhibition (SMD = 0.38), working memory (SMD = 0.35), and flexibility (SMD = 0.23), with dose-related variation. Active controls reduced or removed some effects observed against usual activity. Only one source explicitly integrated music, movement, and screenless responsive technology, and it did not isolate technology's incremental contribution. Conclusions: Evidence supports active, structured, progressive, teacher-mediated programs as a promising way to practise self-regulation and executive functions. It does not establish that adding digital resources produces superior benefits. Technology should support movement, feedback, or inclusion rather than replace embodied interaction, play, or human mediation.
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