Exploring the impact of music on the play experiences of children and young people with Profound and Multiple Learning Difficulties

探索音乐对有严重和多重学习困难的儿童和青少年的游戏体验的影响

• 批准号: 2243095
• 金额: --
• 依托单位: University of Birmingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2243095
• 关键词: Exploring; impact; music; play; experiences

'Every child has the right to engage in play,' (UNCRC: Article 31, 1989). Play, a fundamental basic right, is frequently neglected as a priority for learners with Profound and Multiple Learning Difficulties (PMLD). Individuals with PMLD explore the world in unconventional ways meaning that opportunities presented for conventional play are difficult to access and frequently obsolete. However, evidence suggests music and vocal-play appears highly motivating and fundamental to the well-being of individuals with PMLD. This research will investigate and evidence the impact of using music as a medium to facilitate play, and develop a framework of guidelines and principles for teaching staff to embed Musical Play within their practice.Research Questions: 1. What is the impact of Musical Play on the engagement and playfulness of learners with PMLD? 2. Does Musical Play impact on peer awareness and peer play for learners with PMLD? 3. What effect does the use of Musical Play have on staff attitudes and confidence levels when facilitating play for learners with PMLD? Research Methods: Through action research the principles of Musical Play will be defined, trialled and evaluated, until a functional and practical intervention tool is developed. This tool will be implemented across three settings for learners with PMLD; Primary (5-11yrs), Secondary (11-19yrs) and College (19-25yrs). Teaching staff, with no expertise in music, will be trained in the principles of Musical Play before the intervention is implemented. Results will be analysed to consider the impact of the intervention on both learners and staff across the settings. A substantial evidence base on the impact of the intervention will be collected through multiple research methods.Data collection strategy: - Participants: - Up to 30 individuals with PMLD (10 per setting) - Teaching staff supporting individuals with PMLD (i.e. teachers, learning support practitioners, other therapists) 5-7 members of staff per setting (up to 25 in total). Questionnaires: Pre and post-intervention, to establish and consider trends in staff attitudes towards supporting play for learners with PMLD. Comprising of closed-ended questions, on the subject of play and music, and open-ended questions, for staff to express their views and elaborate on their responses. Data from pre and post questionnaires will be compared and relationships between the two sets of data considered. Focus group interviews: held throughout the intervention to increase the depth of data collected and gain a greater understanding of the impact of the intervention on staff, supporting attitudes and perceptions of play. The inductive approach of the constant comparison method will be used to analyse themes within the transcriptions of the focus group interviews; data captured will remain reflective of the contributors. Video evidence: collected from a number of Musical Play sessions with each learner; recording the social outcomes of the intervention, offering a multimodal record of events and providing the opportunity to revisit the footage numerous times. Video evidence will provide data for all participants.Significance of research: To improve the well-being and quality of life for learners with PMLD we must equip teaching staff with the skills needed to facilitate access to meaningful and engaging play opportunities. Outcomes of this research may reframe perceptions of, and access to, play for learners with PMLD. The outcomes of this study will inform the practice of all those working with, or supporting, individuals with PMLD of all ages, and has the potential to be relevant to practice and influence policies on a global scale.

“每个儿童都有参与游戏的权利”（《联合国儿童权利公约》：第31条，1989年）。游戏是一项基本权利，但对于有严重和多重学习困难的学生来说，它往往被忽视。患有PMLD的人以非传统的方式探索世界，这意味着传统游戏的机会很难获得并且经常过时。然而，有证据表明，音乐和声乐表演似乎对PMLD患者的健康具有高度的激励作用和根本性。本研究将调查和证明使用音乐作为媒介，以促进发挥的影响，并制定一个框架的指导方针和原则，为教师嵌入音乐游戏在他们的实践。研究问题：1.音乐游戏对PMLD学习者的参与度和游戏性有什么影响？2.音乐游戏是否会影响PMLD学习者的同伴意识和同伴游戏？3.在为患有PMLD的学习者提供游戏时，使用音乐游戏对工作人员的态度和信心水平有什么影响？研究方法：通过行动研究，音乐游戏的原则将被定义，试验和评估，直到开发出一个功能和实用的干预工具。该工具将在三种环境中为PMLD学习者实施：小学（5- 11岁），中学（11- 19岁）和大学（19- 25岁）。在实施干预措施之前，没有音乐专业知识的教学人员将接受音乐游戏原则的培训。将对结果进行分析，以考虑干预措施对整个环境中的学习者和工作人员的影响。将通过多种研究方法收集有关干预影响的大量证据。数据收集策略：-参与者：-最多30名PMLD患者（每个设置10名）-支持PMLD患者的教学人员（即教师，学习支持从业人员，其他治疗师）每个设置5-7名工作人员（总共最多25名）。评估：干预前和干预后，建立和考虑工作人员对支持PMLD学习者游戏的态度趋势。包括关于游戏和音乐的封闭式问题，以及开放式问题，供工作人员表达意见和详细说明他们的答复。将比较调查前和调查后的数据，并考虑两组数据之间的关系。焦点小组访谈：在整个干预过程中举行了一次会议，以增加收集数据的深度，并更好地了解干预对工作人员的影响，支持对游戏的态度和看法。将采用不断比较法的归纳方法分析焦点小组访谈的过渡期内的主题;所收集的数据将仍然反映贡献者。视频证据：从与每个学习者的一些音乐剧会话中收集;记录干预的社会成果，提供事件的多模态记录，并提供多次重温录像的机会。视频证据将为所有参与者提供数据。研究的意义：为了改善PMLD学习者的福祉和生活质量，我们必须为教学人员提供必要的技能，以促进获得有意义和引人入胜的游戏机会。这项研究的结果可能会重新定义的看法，并获得，发挥与PMLD学习者。这项研究的结果将为所有与所有年龄段的PMLD患者一起工作或支持他们的人的实践提供信息，并有可能与全球范围内的实践和影响政策相关。