Research in Music Therapy
by Potheini Vaiouli
Potheini Vaiouli has a strong, interdisciplinary background in early childhood education and music therapy (PhD in Early Childhood Special Education, Indiana University and MA in Music Therapy, New York University, US). Her research focuses on the socio-emotional development of children and young adults with a special focus on the use of music and music therapy strategies. She is currently working as a researcher at the University of Luxembourg.
Publications:
1. Enhancing Engagement and Early Literacy Through Music: Perspectives from Head Start Teachers
Vaiouli, P & Grimmet K (2020)
Vaiouli, P., & Grimmet, K. (2020). Enhancing Engagement and Early Literacy Through Music: Perspectives from Head Start Teachers. Journal of Education and Practice, 11(14), 11-20.
Music activities are a staple in young children’s lives. This study examines the perspectives of teachers during the implementation of a music – based intervention model developed to enhance engagement and early literacy development of young children within inclusive early childhood settings.
Vaiouli P., & Andreou G. (2022)
Vaiouli, P. & Andreou, G (2022). Promoting Communication for Young Children with Autism Spectrum Disorders: A Family-centered Music Therapy Intervention, Electronic Journal of Research in Educational Psychology,20(3), 533-560. ISSN: 1696-2095
Young children use sounds and music to communicate with their environment, long before they acquire language. The study presents a music therapy intervention designed to support communication abilities of autistic young children in collaboration with their parents.
Vaiouli, P., Grimmet, K., Ruich, L., (2015). “Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism. Autism, 19 (1), 73-83
Vaiouli, P., Grimmet K., Ruich L (2015)
Young children with autism spectrum disorder meet significant challenges in joint attention skills and in social communication. The study presents the stages of a music – therapy intervention model to promote engagement in three young children with autism in a kindergarten classroom.
Vaiouli P., Ogle L. (2015)
Vaiouli, P., Ogle, L., (2015). Music strategies to promote engagement and academic growth of young children with ASD in the inclusive classroom. Young Exceptional Children, 18(2), 19-28
Music activities in early childhood centers are a helpful and joyful way to engage young children and support their development. The paper presents applicable music therapy strategies for educators working in with young autistic children in early childhood settings.
Vaiouli P., Friesen A (2016)
Vaiouli, P., Friesen, A. (2016). The magic of music: Using songs to engage young children with autism spectrum disorders in early literacy activities with their peers. Childhood Education. 92(2), 126-133
The tones, patterns, and sounds in music can provide a helpful template for building
early literacy skills in young children, as they correspond to the tones, patterns, and
sounds in written and spoken language. In this article, the authors explore how the use of music
in the classroom can contribute to early literacy learning, and be particularly helpful
for children diagnosed with autism spectrum disorder.
