Overview
Alignment with Be You Domains
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Mentally Healthy Communities
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Family Partnerships
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Learning Resilience
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Early Support
Alignment with Early Years Learning Framework (EYLF)
- Children are confident and involved learners
- Children are connected with and contribute to their world
- Children have a strong sense of identity
- Children have a strong sense of wellbeing
Alignment with Australian Curriculum
- Health and PE
- The Arts
Target audience
- Early learning
- Primary school
Target groups
- Individual
- Small group
- Whole class
Program delivery
The program can be taught by any educator working with children aged 2 to 8 years in any group or individual setting.Aims
The Rhythm and Movement for Self-Regulation (RAMSR) program aims to develop educators’ capacity to engage children aged 3 to 8 years in playful and purposeful rhythmic movement activities that support their self-regulation, overall social-emotional capability and wellbeing, and school readiness.Program theory
Theories informing the program include the neuroscience of beat synchronisation and rhythmic entrainment; the cognitive benefits of coordinated movement, music participation and relaxation; neurocognitive evidence from music therapy and music training (the musician's advantage) and the developmental psychobiology of self-regulation development.Topics
Topics include brain games, memory, attention shifting, impulse control, aerobic exercise and relaxation. The instructor training also includes practical demonstrations of the theoretical aspects that will help educators apply the program in their own context; topics include the developmental course of self-regulation and social-emotional development in early childhood, and how to leverage the neurological benefits of coordinated rhythm and movement in children.Cost
Program structure
The full 6-week module course provides 4 full session plans to create an 8-week program, or a program across a whole year according to the context of the learning community. Sessions involve rhythmic movements that challenge children's ability to plan and self-regulate in a fun and engaging way. Activities are supported by sound cues and working memory games. Sessions end with a series of calming movements to improve emotional regulation. Extension activities are also provided.Instructor
- External facilitator
- Educator
Instructor training
Instructor training is available at two levels: 1. The 90-minute introductory course includes 11 activities ready for immediate use. 2. The full 6-week module provides all resource materials and involves 1 hour of online learning each week for 6 weeks, with 1 hour of recommended practice with children. Moderation is available over the initial 6 weeks, with 12 months of online access. This course is also available face-to-face for 5 hours over one day.Supporting resources or materials available with program
- Manual
- Online webinars
Other materials
The full 6-week module course provides a 120-page printable teacher folder that includes all activity plans and visual cue cards, plus 28 original audio tracks to accompany activities.Ongoing support
Community of practice; online support through webinars and emailParent involvement
- Written information provided to parents
Origin of program
Australia
Queensland University of Technology
Program authors
Kate E Williams, Rebecca Eager, Sally Savage, Cathy Nielson and Laura Bentley
- 149 Victoria Park Road,Kelvin Grove QLD 4059 Australia
Ratings
Summary of evidence factors
This is a summary of the evaluation or research study characteristics that contribute to the program’s evidence rating.
Positive impact on at least one outcome for children and/or young people?
The study reported positive outcomes. |
Yes |
---|---|
Link between program description and theory of change
Theory of change refers to whether there was a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. |
Comprehensive |
Study design
Type of study design reported. |
Randomised control trial |
Independence
The degree to which the program authors were involved in the research. |
None |
Summary of implementation factors
This is a summary of the program’s characteristics that contribute to its implementation rating.
Feedback sought from participants
Participants enjoyed the program and understood its benefits. |
Yes |
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Feedback sought from instructors
Instructors enjoyed the program and understood its benefits. |
Yes |
Groups program is not suitable for
Groups the program wouldn't be suitable for or that required further research to determine suitability. |
Not assessed |
Training provided during study
The model of training provided. |
Face to face, all instructors, in person |
Ongoing instructor support provided during study
Whether ongoing support is provided. |
Yes |
Context
This is a summary of the context in which the evidence for the program was established.
Study Participants
Pre school, primary school (Foundation to Year 6), secondary school (Years 7 to 12). |
Early learning |
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Country of Study/s
The location in which the evidence or research was conducted. |
Australia |
Location of Study/s in Australia
The state (or states) the program was assessed in Australia. |
QLD |
Evaluation of program in culturally and linguistically diverse populations
Provider has included culturally and linguistically diverse people when assessing the program. |
Yes |
Evaluation of program in Aboriginal and Torres Strait Islander children and young people
Provider has included Aboriginal and Torres Strait Islander peoples when assessing the program. |
Yes |
Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research. |
Yes |
Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness. |
Yes |
Evaluation of program in children and young people with disability and/or learning difference
Provider has included participants with a disability or learning difference when assessing the program. |
No |
Last updated: 21 February 2023