Musical Learning as a Contributing Factor in the Development of Socio-Emotional Competence in Children Aged 4 and 5: An Exploratory Study in a Naturalistic Context

Autor/inn/en	Boucher, Helene; Gaudette-Leblanc, Aimee; Raymond, Julie; Peters, Valerie
Titel	Musical Learning as a Contributing Factor in the Development of Socio-Emotional Competence in Children Aged 4 and 5: An Exploratory Study in a Naturalistic Context
Quelle	In: Early Child Development and Care, 191 (2021) 12, S.1922-1938 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boucher, Helene) ORCID (Gaudette-Leblanc, Aimee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1862819
Schlagwörter	Music Education; Emotional Development; Social Development; Preschool Children; Age Differences; Child Care Centers; Context Effect; Naturalistic Observation; Cooperation; Interaction; Correlation; Low Income Groups; Socioeconomic Background; Program Effectiveness; Program Length; Foreign Countries; Canada; Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Musikerziehung; Gefühlsbildung; Soziale Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Naturbeobachtung; Co-operation; Kooperation; Interaktion; Korrelation; Sozioökonomische Lage; Ausland; Kanada
Abstract	Research has shown that young children's socio-emotional development may benefit from participating in a music programme. In this study, we explored the association between participation in a general music programme and the development of socio-emotional skills in relation to the duration of the programme. Children aged 4 and 5 (N=50), from a low socio-economic neighbourhood, participated in an 8- or 15-week music programme. Children's social skills development and emotion comprehension were measured. Teachers reported an increase in the social interaction and independence skills scores of the younger children and a decrease in the cooperation skills scores of the older children. Additionally, the older children showed an increase in their comprehension of emotions. The duration of the programme, however, did not yield any significant effect. Results suggest that the association between participation in a music programme and the development of social-emotional skills may be influenced by the age of the children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01