DOI: 10.6084/m9.figshare.25303747
title: Assessment Scores of participants in the research study for "Combined Music and Movement Entrainment Activities Positively Impact Sharing Capacity in Children aged 4-5 years"

description: Child participants in the study were assessed at three points during the study - once prior to entrainment intervention activities, once at the midpoint, and once after the third and final intervention session. The measurement procedures and scripts are below:<b>MEASUREMENT PROCEDURE 1 </b>- Set up in Butterfly Room. - EY teachers and TAs deliver the following message to students “Miss. H will have some music activities during some COOL periods this week, and she says she would like you and a favourite toy to join her. So when you are called to go and play with her, make sure you have your toy ready”. - TAs to prepare children and toys prior to assessment (follow list as provided once consent received by all parents). - TA to show where the next child to collect is. Ensure toy is present. I will take the toy from the child and ask a selection of the following questions “Who is this?”/“Tell me about your friend/car/game etc”/“Why did you choose to bring…?” - Just outside the Butterfly Room there will be an accident and the toy will be dropped. Exclamation “Oh no, poor …! I hope they are ok! Let’s play some music to make them feel better/fix any damage” - Inside BR will be iPad (my personal device) and one school device (TAs to help monitor battery and ensure recordings happen). - Equipment set in front of child: 1 xylophone, 1 step glockenspiel, 1 set bongo drums, 1 tambour, 2 sleigh bells, 1 duck castanet, 1 shaky egg - Equipment set in front of experimenter: 1 shaky egg, 2 chime bars (G + E) - Invite child to sit down opposite experimenter and place toy in special cradle. “Let’s play healing music together to make x better after the fall. Do you think we can make them feel better?” If the child shares instruments at this point they will score 3 points. If during the next 90 seconds playing time the child recognises that there are different instruments, or identifies that they could share but won’t for some reason, or if they share after the prompt they receive 2 points. No willingness or action to share scores 1 point. The prompt will take place after 40 seconds. The prompt will be the experimenter noticing to the child and saying “you’re not using all your instruments”. In the instance that they are in fact using them all, the experimenter will say “you actually have more instruments to play for <i>insert toy name</i>”. Playing will cease after 60 seconds. Alarm set and the alarm will also be signal for the toy feeling better/being fixed. - Repeat procedure for each child recording score immediately. <b>MEASUREMENT PROCEDURE 2 </b>- Set up in Butterfly Room (recording devices, sweets, party hats, playlist etc). - Experimenters are SG and AH - Children are kept by intervention group near the BR (can be playing a game with TAs for example). Children called in by both teachers to Butterfly Room individually. Wearing party hats, celebration/birthday song playlist and some balloons around to provide festive feel. Each child greeted and invited to sit in their place. A/S alternating each child say “it’s our birthdays these month, and we wanted to celebrate by having a little party with each child! Shall we celebrate with skittles or M&Ms?” According to child’s choice, A/S distributes 1 or each to birthday teachers, and 4 to the child (on party plate). Sing Happy Birthday to one teacher, then the next. “Ithink I might eat my Skittle/M&M now, yummy” - this is the prompt to share. If the child shares beforehand they receive 3 points, after the prompt, 2 points, not at all, 1 point. <b>MEASUREMENT PROCEDURE 3 stickers (not same as usual music housepoint stickers), envelopes (2 for each child, 1 large with name on, 1 smaller and identifiably different e.g.different colour) </b>- Butterfly Room (recording devices set up) - Each child called to the room individually by myself, TAs assist locating and perhaps preparing next child, no procedure particularly necessary to follow for this measurement. - “Thank you for taking part in my extra music and movement sessions. I want to thank everyone by giving them some stickers. So these are for you. But I don’t know if I will have time to get round to everyone, so if you want to, you can put some to share with other children in this envelope in case I don’t get round to all your friends. Or you can keep them all. It’s up to you. And I won’t watch because i just have to reply to this email”. I will then busy myself with my email for 30 seconds as the child decides what to do. “OK that’s done. So if you’ve decided, you can put your stickers in this envelope with your name in it and I’ll give them out at the end of the day”. Child’s stickers and donated stickers recorded. - 3 points - over half of stickers shared; 2 points - some stickers shared, maybe some deliberation or negotiation about decision; 1 point - no stickers shared.<br>