Practical Implications
This research review was designed to fill a critical need for
better understanding how early learning in both music
and mathematics lays the groundwork for domain-general
and domain-specific learning later in life. Such understanding
would provide a stronger foundation for early childhood curriculum
decisions and professional development (Clements,
2007), allowing generation of a new research-based approach
to teaching young children music and mathematics. Appropriate
application of LTs in music and mathematics, both the
levels of development and the activities that successfully allow
young children to move ahead in their development, may
provide significant contributions in helping young children
build a strong foundation in music and mathematics. When
music and mathematics learning are valued both for their
unique contributions to children’s learning and for shared
mental processes engendered through their practice, we
might expect children’s understandings to expand exponentially
through multiple practices and within a community of
learners.