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Developing communicative competencies in children with functional diversity through music technology: a posthuman perspective.

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Title: Developing communicative competencies in children with functional diversity through music technology: a posthuman perspective.
Authors: Cheng, Lee1 (AUTHOR) lee.cheng@aru.ac.uk, Lam, Chi Ying2 (AUTHOR)
Source: Music Education Research. Jul2025, Vol. 27 Issue 3, p230-244. 15p.
Subject Terms: *Life skills, *Critical thinking, *Child development, *Maturation (Psychology), *Educational outcomes
Abstract: Amidst growing interest and accumulating evidence that learning music can enhance the intellectual, social, and personal development of children, there remains a notable gap in addressing how it can benefit children with functional diversity. Adopting a posthuman perspective, this paper asserts that the design and use of technology can provide a viable means of developing their communicative, music-making competencies. To support this claim, we present an action research project that developed a mobile music app and applied it to the facilitation of functionally diverse children's communication and expressive training. Through a discussion of the findings, we aim to explore how technology-aided music can bridge communicative barriers for children who relate better to the non-verbal aspects of music, an exploration that leads to a critical reflection on the nature of those institutionalised music pedagogies that focus primarily on measurable and fixed learning outcomes. [ABSTRACT FROM AUTHOR]
Copyright of Music Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Developing communicative competencies in children with functional diversity through music technology: a posthuman perspective.
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  Data: <searchLink fieldCode="AR" term="%22Cheng%2C+Lee%22">Cheng, Lee</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lee.cheng@aru.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Lam%2C+Chi+Ying%22">Lam, Chi Ying</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Music+Education+Research%22">Music Education Research</searchLink>. Jul2025, Vol. 27 Issue 3, p230-244. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Life+skills%22">Life skills</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Maturation+%28Psychology%29%22">Maturation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink>
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  Data: Amidst growing interest and accumulating evidence that learning music can enhance the intellectual, social, and personal development of children, there remains a notable gap in addressing how it can benefit children with functional diversity. Adopting a posthuman perspective, this paper asserts that the design and use of technology can provide a viable means of developing their communicative, music-making competencies. To support this claim, we present an action research project that developed a mobile music app and applied it to the facilitation of functionally diverse children's communication and expressive training. Through a discussion of the findings, we aim to explore how technology-aided music can bridge communicative barriers for children who relate better to the non-verbal aspects of music, an exploration that leads to a critical reflection on the nature of those institutionalised music pedagogies that focus primarily on measurable and fixed learning outcomes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Music Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14613808.2025.2484195
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        Text: English
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      – SubjectFull: Child development
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      – SubjectFull: Maturation (Psychology)
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              Text: Jul2025
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