Journal of Education & Social Policy

Examining the Impact of Music and Movement Interventions on Transitions and Behavioral Engagement in a First-Grade Classroom
Dr. Alicia Stapp, Ms. Bryanna Hall

Abstract
The present study examined a novel approach to decreasing transition times and increasing engagement through music and movement as interventions during transitions. Participants were21 first-grade students at an elementary school in northwest Mississippi. An experimental design was employed during the four phases of the study, wherein data were collected through a student engagement checklist that provided transition start and stop times, behavioral engagement, and consistency of students’ body language and focus after the interventions. Findings indicated that transitions took the least amount of time during phase four when music and movement interventions were utilized. Additionally, engagement increased after both morning and afternoon transitions, and a positive trend in body language and focus emerged across all four phases of the study. Results suggest that music and movement interventions many not only be an effective tool for transitions, but also for improving students’ cognitive and behavioral engagement in the classroom.

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