Sound–Motion Mapping in STEAM-Based Music and Dance Learning to Develop Early Childhood Gross Motor Skills

Abstract

This study examines the effect of STEAM-based music and dance learning using a sound–motion mapping approach on the gross motor skills of children aged 5–6 years. The study employed a quantitative approach with a quasi-experimental design using a non-equivalent control group design. The participants consisted of 24 children from a kindergarten in Makassar, Indonesia, divided into an experimental group (n = 12) and a control group (n = 12). Data were collected through structured observation and gross motor performance tests covering locomotor skills, stability skills, and movement synchronization with rhythm and tempo. The research instrument was validated and demonstrated good reliability (Cronbach’s Alpha = 0.79). Data were analyzed using descriptive statistics and an Independent Samples t-test. The results show that children who participated in STEAM-based music and dance learning with the sound–motion mapping approach achieved significantly higher gross motor scores than those who received conventional music and dance instruction. The experimental group obtained a mean post-test score of 22.33, whereas the control group achieved a mean score of 13.58. Statistical analysis revealed a significant difference between the two groups (t = 6.558, p < 0.001). The findings suggest that integrating music and dance through sound–motion mapping effectively enhances movement coordination, balance, body control, and motor timing, supporting the development of gross motor skills in early childhood through a structured multisensory STEAM learning experience.