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

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.

KEYWORDS:

• Early childhood
• music programme
• music learning
• socio-emotional development
• naturalistic context

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The research study How music learning acts as a protective factor, contributing to the development of socio-emotional competence for at-risk populations is supported in part by funding from the Social Sciences and Humanities Research Council of Canada [Project no. 430-2017-00858].

Notes on contributors

Helene Boucher

Hélène Boucher is a professor of Music Education at University of Quebec in Montreal. She taught music in elementary and pre-school before completing her doctoral degree at McGill University. Her research focuses on the adaptation of the Kodaly method in French, on performance anxiety in children and on music and socio-emotional development in young children.

Aimee Gaudette-Leblanc

Aimee Gaudette-Leblanc holds a bachelor's degree in music therapy and a master's degree in music education. She is currently completing her doctoral studies in music education at Laval University. Her research aims to document the contribution of formal and informal musical practice on parent–child bonding and the socio-emotional development of young children.

Julie Raymond

Julie Raymond is currently pursuing doctoral studies in music education at Laval University. She is interested in developing the language skills of children with intellectual disabilities through musical practice. She is also involved in projects focusing on music and socio-emotional development.

Valerie Peters

Valerie Peters is a professor music education at Laval University in Quebec City. She completed a Ph.D. in music education at Northwestern University after teaching music in secondary school in Montreal. Her current research programme investigates the association between music learning, well-being and the development of socio-emotional competence in three different populations: early childhood, youth and older adults.