Theoretical Perspectives on the Integration of Movement and Music for Enhancing Executive Functions in Children with Learning Difficulties

Abstract

This study aims to develop a theoretical framework integrating movement and music to explain the mechanisms underlying the development of executive functions (EF) in children with learning difficulties. Specifically, it analyzes the interactive influences of physical movement and musical elements in stimulating prefrontal cortex functioning and proposes practical implications for designing intervention programs. A qualitative research design combined with a theoretical synthesis approach was employed, consisting of three phases: (1) systematic review and thematic synthesis of interdisciplinary literature in cognitive psychology, neuroscience, special education, and music to construct an integrative conceptual framework; (2) analysis of mechanisms of influence using evidence from neurocognitive and experimental studies; and (3) derivation of practical implications through the development of conceptual prototypes and expert validation. The findings highlight the synergistic roles of embodied cognition and music therapy: movement provides a physical scaffold for sequencing and self-regulation, while music contributes temporal structure and emotional motivation. Three key mechanisms were identified—rhythmic entrainment, motor–cognitive coupling, and emotional regulation through music—all of which collectively stimulate prefrontal activation associated with EF. The study concludes that integrating movement and music offers a robust theoretical foundation with high potential for EF enhancement in children with learning difficulties. It is recommended that the model be applied to the design of educational and therapeutic interventions to promote learning, adaptability, and sustainable quality of life.