Neurofeedback‑Enhanced Music

There has been a lot of “neuro” talk recently, and then I came across another term to add to them: neurofeedback-enhanced music. We have neurodivergence, neurolinguistic programming, neurographic art, so perhaps it was only a matter of time that neurology was combined with music … but what is neurofeedback-enhanced music? More to the point, does this impact anything in the early years? I am interested in the brain, and I’m interested in music, so I thought I’d take a look.

What is “Neuro”

Neuro is a term that refers to the nervous system, which is managed by the brain. So, neurodivergence refers to different ways in which the brain works in different people. Neurolinguistic programming refers to a theory on connecting thought patterns to behaviour in order to achieve specific results. Neurographic art is the (fairly new, 2014) practice of reducing stress through drawing random lines. And finally, neurofeedback-enhanced music is a technology that plays music in response to brain activity.

 

The development of neurofeedback-enhanced music

Music has been used to influence mood and behaviour in many situations – shops and restaurants are well-known for using music to either make people take their time and stay longer, or hurry up and leave (get more people through the door).

However, with the increasing interest in technology, researchers have begun to explore its use in treating various neurological conditions. This includes increasing concentration and managing distraction.

 

How has this been applied

With neurofeedback-enhanced music, equipment like EEG or fMRI machines identifies brain activity and plays gentle music. When the machine detects that brain patterns have changed and concentration has been lost, the music changes to “scratchy” and unpleasant, encouraging the participant to concentrate again and make the machine continue to play gentle music. Because this happens in real time, the purpose is to train the brain to recognise changes and adjust in the moment.

This process has been shown to improve emotional regulation as well as cognition/thinking. However, practically, neurofeedback-enhanced music involves a lot of technology and equipment that is unlikely to be readily available any time soon. It is also more likely to be prioritised for health conditions that need management to keep children safe and healthy.

 

Controversy

Brain‑based language can be exciting, but we’ve heard many theories and claims on how to improve learning, like the classical music / “Baby Beethoven” theory. It is important to be aware of anything that claims to improve learning overnight, and neurofeedback tools are just that, tools that may work with some but not others.

 

Enhanced Music take-away

Singing, and music generally, is powerful because is by-passes language and the decision-making parts of the brain. Musical games featured in Parenta articles, particularly those found in the three main music education techniques (Dalcroze, Kodály, Orff) are powerful ways to develop skills associated with actions and sound – teaching every aspect of music, including rhythm, pitch, melody, harmony, texture, timbre, dynamics, form, tempo and articulation.

Musical games can even extend to the ways that songs are sung, potentially introducing singing in canon / in a round to older groups. Here are a few more familiar songs with additional ideas to enhance the singing experience that can be used at all level within the Musicaliti Early Years Music ProgressionTM:

 

Alice The Camel

Alice the camel had ten humps

Alice the camel had ten humps

Alice the camel had ten humps

So go, Alice, go, boom-boom-boom

 

Alice the camel had nine humps

Alice the camel had nine humps

Alice the camel had nine humps

So go, Alice, go, boom-boom-boom …

 

Alice the camel had no humps

Alice the camel had no humps

Alice the camel had no humps

' Coz Alice was a horse!

 

Along with the obvious numeracy links, this is a great song for groups with a mixed set of instruments. The song is repetitive enough to sing almost without thinking, the beat is clear enough to tap-clap-strum in time, and the verses are long enough to give each child the opportunity to explore and play an instrument before passing it to the next child and playing with a new one. The last line of the last verse is always great for younger children who may not have heard it before and are developing their sense of humour!

 

Row Row Row Your Boat

Row, row, row your boat

Gently down the stream, Row, row, row your boat

Merrily, merrily, merrily, merrily Gently down the stream

Life is but a dream Merrily, merrily, merrily, merrily

Life is but a dream

 

This firm favourite can be introduced as a simple sing-along, with younger children rocking back and forth. Older, more confident children may enjoy singing it in canon / as a round. Rounds are great ways to teach a variety of musical concepts, ranging from automating processes and listening skills to teamwork and co-operation through harmonising. With two (or more) groups, the first group begins to sing the first line of the song. As they start the second line, the second group starts singing the first line and continues, ending up singing the last line alone … all keeping the same beat. This is an amazing activity for developing planning, concentration, and other thinking skills.

 

Frère Jacques

Frère Jacques, Frère Jacques

Dormez-vous? Dormez-vous?

Sonnez les matines! Sonnez les matines!

Ding, ding, dong! Ding, ding, dong!

 

This traditional French song can be introduced as a “call-and-response” song as the first part of each line is repeated the same. This makes it easy to teach and learn, ticking language and culture boxes as well as creativity. And the way that children read body language, they will be imitating not only actions and words but also the way you sit, smile and relate. Once children are confident with this song, it too can be used in canon / in a round.

While neurofeedback-enhanced music may not be necessary or even useful in early years, it is a concept that reminds us of the power of music to engage the subconscious in focusing on working together. Using music in everyday situations has been shown to make routine activities more pleasant and even enjoyable, from tidying up toys to transitioning between activities and even arrivals or leaving for the day.

Even more helpfully, music can make potentially challenging times like nappy-changes/toileting, bathtime or naptime/bedtime easier, especially when the music played or song sung, is a reminder of a safe, enjoyable time. Make a musical change today to a potentially difficult routine and let us know how it goes!

 

References:

• Bhavsar, P., Shah, P., Sinha, S. et al. Musical Neurofeedback Advancements, Feedback Modalities, and Applications: A Systematic Review. Appl Psychophysiol Biofeedback 49, 347–363 (2024).
• Sayal A, Direito B, Sousa T, Singer N, Castelo-Branco M. Music in the loop: a systematic review of current neurofeedback methodologies using music. Front Neurosci. 2025 Feb 28;19:1515377. doi: 10.3389/fnins.2025.1515377. PMID: 40092069; PMCID: PMC11906423.

 

 

 

 

 

 

 

Discover more: About Frances Turnbull

 

 

 

 

Other Articles:
Language and Music: ESOL for the Early Years
Musical Drawing In The Early Years | Parenta.com
Fun Music Sessions For Pre-Schoolers! | Parenta.com
Toddler Music Sessions: Part 2 | Parenta.com
The Power of Music to Boost Brain Development in Early Childhood