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Evaluation of the Early Childhood Music Education project’s influence on the development of 3- to 5-year-old children in Andalusia, Spain

Published online by Cambridge University Press:  21 April 2022

Joseph Thapa*
Fundación Barenboim-Said, Patio de Banderas 14, Sevilla, Spain
José A. Rodríguez-Quiles
University of Granada, Facultad de Ciencias de la Educación, Campus de Cartuja, s/n, Granada, Spain
Corresponding author. Email:


In 2005, the Barenboim-Said Foundation launched the Early Childhood Music Education project in Andalusia (Spain) to promote music education for young children. Ten years later, an initial study was performed to evaluate the influence of the project on the development of the participating children. The results of this study form part of a broader ongoing research project, in collaboration with the University of Seville, aimed at investigating the influence of the Early Childhood Music Education project on general aspects of child development. This study has a quasi-experimental design, framed in Gardner’s Theory of Multiple Intelligences, consisting of an experimental and a control group (n = 1101) and the administration of a questionnaire, adapted to measure and compare means between the two groups, as the sole measurement tool. The results, analysed using an independent samples t-test for the comparison of means and Cohen’s d effect size, reveal statistically significant differences in the means of the dimensions of the experimental and control groups. This confirms the hypothesis that the Early Childhood Music Education project has a positive impact on the different dimensions, in accordance with Gardner’s Theory of Multiple Intelligences.

© The Author(s), 2022. Published by Cambridge University Press

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