Effects of an integrated physical education/music program in changing early childhood perceptual-motor performance

Two approaches to facilitating perceptual-motor development in children, ages 4 to 6 yr., were investigated. The experimental group (n = 15) received 24 sessions of integrated physical education/music instruction based upon concepts of Kodaly and Dalcroze. The control group (n = 15) received 24 sessions of movement exploration and self-testing instruction. Analysis of covariance indicated that significant improvement occurred only in the experimental group, with discharges changes in the motor, auditory, and language aspects of perceptual-motor performance as well as total score.