Encouraging social and emotional learning in preschool children through carrying out musical activities in the daily routine.

Autor/inn/en	Denac, Olga; Mohorko Germ, Ines; znidarsic, Jerneja
Titel	Encouraging social and emotional learning in preschool children through carrying out musical activities in the daily routine. Paralleltitel: Spodbujanje socialnega in custvenega ucenja predsolskih otrok z izvajanjem glasbenih dejavnosti v dnevni rutini.
Quelle	In: CEPS journal, 15 (2025) 2, S. 181-199Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35109 10.26529/cepsj.2013
URN	urn:nbn:de:0111-pedocs-351095
Schlagwörter	Emotion; Emotionales Lernen; Selbstbewusstsein; Kind; Kindergarten; Vorschule; Soziale Kompetenz; Soziales Lernen; Ganzheitliche Bildung; Musik; Empirische Untersuchung; Alltag
Abstract	In the context of kindergarten, the daily routine includes various activities aimed at the holistic development of children. Carrying out musical activities in the daily routine plays an important role in encouraging social and emotional learning. For the present research, which included preschool children, the authors developed a plan for implementing elements of the children's daily routine enriched with musical activities, monitored the effect of this routine on social and emotional skills, and verified the realisation of the planned musical goals. The results of the research confirmed the effect of implementing musical activities regarding (1) self-awareness and self-management - children more often recognised their own emotions, they became aware of their emotions and regulated them, they expressed a feeling of joy, respected the agreed rules, understood what is right or wrong and asked for help if they needed it; and (2) social skills for establishing relationships and social awareness - children more often encouraged other children in the group to participate in activities, they successfully participated in common activities, shared things with other children, and recognised and empathised with the emotions of other children. Most of the children were also successful in achieving the planned musical goals. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3