A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self-regulation, and school readiness.

The benefits of active music participation and training for cognitive development has been evidenced in multiple studies, with this link leveraged in music therapy approaches with clinical populations. Although music, rhythm, and movement activities are widely integrated into children's play and early education, few studies have systematically translated music therapy-based approaches to a non-clinical population to support early cognitive development. This study reports the follow-up effects of the RAMSR program delivered by preschool teachers in low socioeconomic communities. This randomized control trial involved 213 children across eight preschools in disadvantaged communities in Queensland, Australia. The intervention group received 16 to 20 sessions of RAMSR over eight weeks, while the control group undertook usual preschool programs. Primary outcome measures included executive function (child assessment of shifting, working memory, and inhibition) and self-regulation (teacher report), with secondary outcomes of school readiness and visual motor integration. Data was collected pre and post intervention, and again six months later once children had transitioned into school. Results demonstrated significant intervention effects across the three time points for school readiness (p = .038, ηp 2 = .09), self-regulation (p <.001, ηp 2 = .08) and inhibition (p = .002 ηp 2 = .23). Additionally, the feasibility of building capacity in teachers without any music background to successfully deliver the program was evidenced. These findings are important given that children from low socioeconomic backgrounds are both more likely to need support for cognitive development yet have inequitable access to quality music and movement programs. This article is protected by copyright. All rights reserved.