Neurobiologische Wirkungen des Musizierens auf gesunde Kinder und auf Kinder mit Entwicklungsstörungen

The potential to make and to enjoy music is genetically inherent in us and is an important resource for children and young people. Self-efficacy experience, personality formation, and group cohesion are promoted through music making. Neurophysiologically, music making induces short-term and long-term neuroplastic adaptations in the cortical and subcortical structures involved. Music-making children show better auditory pattern recognition and auditory memory, and sensorimotor, intellectual, and emotional maturation are accelerated. These transfer effects can also be used beneficially in music therapy with children and adolescents. Children with dyslexia, attention-deficit/hyperactivity disorder (ADHD), and with autism spectrum disorders learn better self-control and attention management through musical interventions and are supported in contact and communication skills. For children with cochlear implants, musical training can improve long-term outcomes not only in music perception but also in speech perception. Finally, learning a musical instrument and the associated sensorimotor-auditory and emotional integration may help children with infantile cerebral palsy improve fine motor skills but also emotional stability. Due to the numerous positive results (albeit frequently in studies with small numbers and lower quality), we advocate the increased use of qualified music therapy in developmental neurology and its accompanying scientific evaluation.