Music is increasingly recognized as having a social role, insofar as it is linked to emotional regulation and to early interactions in infancy and the preschool years. The goal of this meta-analysis was to examine the impact of participating in an early childhood music programme on indices of socioemotional development in children under 6 years of age. The overall result showed a moderate effect size (N = 681, k = 11, d = 0.57, p < 0.001). Moderation analyses revealed that the type of assessment (observational measure, reported measure or other types of assessment) significantly influenced effect size (Q′ = 25.26, p < 0.001). No other moderation analysis was significant. Although these findings are promising, suggesting that participation in an early childhood music programme contribute to children’s socioemotional development, more rigorous studies are needed to assess the impact of participating in a music programme on socioemotional development.

<p>The <i>Extra-Ordinary Music Camp</i> is a research project whose objectives are: (1) to offer an inclusive environment for musical creation adapted for extra-ordinary youths, and (2) to study how participatory, informal, inclusive, and adaptive musical creation activities impact extra-ordinary youths’ communication and social interaction abilities. The present article addresses adaptations made to the project following the arrival of the COVID-19 pandemic, which disrupted the originally planned activities. Using viewpoints from four undergraduate and graduate student facilitators who served as session leaders and researchers on the project, the <i>Extra-Ordinary Music Camp’s</i> evolution from an in-person to a remote research project will be described. First, the initial study design is introduced. Then, we detail the ways the project was adapted online as a consequence of the COVID-19 pandemic: we present the adaptations made to musical training (pedagogical plan), research tools, and modalities of collaboration between team members. Finally, certain preliminary results are presented and contextualized in light of these significant adaptations to the organizational, scientific, and pedagogical plans.<br></p>

Le trouble du spectre de l’autisme (TSA) est un trouble neurodéveloppemental qui touche particulièrement les sphères de la communication sociale et les intérêts restreints. Des méthodes d’intervention existent pour pallier les défis rencontrés par les personnes ayant un TSA, certaines impliquant entre autres des méthodes artistiques, comme la musicothérapie. Cet article recense la littérature sur le sujet pour examiner comment la musique en groupe peut contribuer au développement social d’enfants autistes. Il contient le résumé de sept articles, issus de six bases de données, correspondant aux critères d’inclusion choisis. Les résultats de ces études font l’objet d’une discussion, puis nous proposons quelques pistes pour de futures recherches.

In summer 2020, 25 children aged 8–17 with intellectual and physical disabilities and learning disorders participated in a research project called the Extra-Ordinary Music Camp. The objectives were to (1) provide an adapted environment where extra-ordinary children could develop musical creativity; and (2) examine the impact of informal, inclusive, participatory, and adapted creative music activities on specific development areas. Individual 20–40-min online sessions were delivered at a distance biweekly for 7 weeks. Mixed methods analysis was used to determine the effects. Results show shared improvement across the communication and social skills measures, and improvements for all participants in community use, musical skills, autonomy, and technology skills. Notably, the improvements in community use (ABAS-II) and communication (specifically developed questionnaire) were significant.

<p>The <i>Extra-Ordinary Music Camp</i> is a research project whose objectives are: (1) to offer an inclusive environment for musical creation adapted for extra-ordinary youths, and (2) to study how participatory, informal, inclusive, and adaptive musical creation activities impact extra-ordinary youths’ communication and social interaction abilities. The present article addresses adaptations made to the project following the arrival of the COVID-19 pandemic, which disrupted the originally planned activities. Using viewpoints from four undergraduate and graduate student facilitators who served as session leaders and researchers on the project, the <i>Extra-Ordinary Music Camp’s</i> evolution from an in-person to a remote research project will be described. First, the initial study design is introduced. Then, we detail the ways the project was adapted online as a consequence of the COVID-19 pandemic: we present the adaptations made to musical training (pedagogical plan), research tools, and modalities of collaboration between team members. Finally, certain preliminary results are presented and contextualized in light of these significant adaptations to the organizational, scientific, and pedagogical plans.<br></p>