Can Music Enhance School-Readiness Socioemotional Skills?

Ritblatt, Shulamit N.; Longstreth, Sascha; Hokoda, Audrey; Cannon, Bobbi-Nicole; Weston, Joanna

doi:10.1080/02568543.2013.796333

Cited by 67 publications

(53 citation statements)

References 14 publications

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“…Four studies reported mixed evidence of the influence of music interventions on social skills. Using a quasi-experimental design, Ritblatt et al ( 2013 ) [4] found that 55 children, aged 3–5, who received a music intervention program focused on socioemotional skills, demonstrated a positive change in these skills compared to a wait-list control group ( n = 47) who did not receive the music intervention. These changes occurred over the course of a 8-month period.…”

Section: Resultsmentioning

confidence: 99%

“…The intervention lasted, however, for 20 min. The partially positive findings of Ritblatt et al ( 2013 ) [4] and Schellenberg et al ( 2015 ) [5] should be interpreted with caution due to the design used [5], the lack of randomization, the fact the sample may not be representative of the target population (i.c. higher SES and higher educational level) [4] and teacher/parent expectations which may have influenced the results [4].…”

Section: Resultsmentioning

confidence: 99%

“…One study focused, among other skills, on preschool children's school-readiness skills. The results of a quasi-experimental study of Ritblatt et al ( 2013 ) [4] showed that participation in a music program had a positive effect on promoting a positive approach to learning. No effect was found for promoting academic skills.…”

Section: Resultsmentioning

confidence: 99%

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Music Interventions and Child Development: A Critical Review and Further Directions

et al. 2017

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Research on the impact of music interventions has indicated positive effects on a variety of skills. These findings suggest musical interventions may have further potential to support educational processes and development of children. This paper reviews the latest evidence on the effect of musical interventions on the development of primary school-aged children. Four electronic databases were searched from January 2010 through June 2016 using music, music instruction, music education, music lesson, music training, development, child, student, and pupil as key words for the search. Two reviewers independently evaluated the studies to determine whether they met the stated inclusion criteria. Studies were compared on study setup, methodological quality, intervention components, outcome variables, and efficacy. A review of these selected studies (n = 46) suggestive beneficial effects of music intervention on development of children, although clear conclusions cannot be drawn. Possible influencing factors that might contribute to the outcome of intervention are reviewed and recommendations for further research are made.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Music Interventions and Child Development: A Critical Review and Further Directions

et al. 2017

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“…One involved only 14 children (McDonel et al ., ) with no comparison group, using a convenience sample of children of highly educated parents. Another included only children whose parents were academics in a University child care centre (Ritblatt et al ., ). Others did not involve random allocation of participants (e.g.…”

Section: Resultsmentioning

confidence: 97%

Impact of arts education on children's learning and wider outcomes

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Kokotsaki

2016

Review of Education

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Almost every educational system in the world regards numeracy and literacy as more important than the arts. In the UK arts interest groups and politicians have, for years, asked for arts education to be accorded the same priority arguing that arts contribute to learning and development of useful skills. It is not clear if these claims were based on evidence. The aim of this review is to examine international empirical evidence to establish whether arts participation could lead to improvements in children's learning and other wider outcomes, and to identify arts activities with the best evidence of success. A search of 11 databases identified 76,195 reports, of which 200 were included for analysis. No studies with high levels of supporting evidence were found because of serious weaknesses in design. Tentative evidence suggests that music training and integrating drama in the classroom may have beneficial effects. This finding has to be taken with caution because of weaknesses in these studies, the lack of replication and inconsistent findings across studies. More robust and rigorous evaluations are needed to test the causal links. However, if improving attainment is the aim then arts may not be the solution. Promising programmes already exist that can boost learning. Given the lack of evidence so far, perhaps we should think more broadly about the purpose of arts. IntroductionArts have always struggled to find a legitimate place in the school curriculum in education systems across the world. For years, arts education has been marginalised and viewed by many as the poor relation of subjects such as mathematics, science and literacy, which are often regarded as core subjects because they are deemed to have greater currency in a competitive global economy (Confederation of British Industry, 2010, p 2).International league table, such as, PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study) also used performance in these core subjects as an indicator of the quality of a country's education system. Consequently, schools around the world are putting greater emphasis on these subjects. Performance in these curriculum subjects has now been used as a yardstick for attainment. To ensure that every child has the opportunity to succeed in education the 'No Child Left Behind Act' was introduced in the USA. This has led to a decline in emphasis on arts education. In the UK, reforms in education have also been made to ensure that the country remains competitive. These reforms and the focus on the Ebacc (English Baccalaureate) have been blamed for a decline in the number of students taking arts at GCSE (General Certificate of Secondary Education) (The Telegraph, 2014).The marginalisation of arts, the declining take up and the low status have prompted some to call for greater attention to be given to arts education in schools. Three main arguments were put forward. The first was that arts are synonymous with creativity and creativity was necessary for a world-class...

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“…Longer-term results have been observed as well. Preschool children's social skills and specifically social cooperation, social interaction, and social independence were found to increase when they participated in a music program compared to their peers who were on a waiting list (Ritblatt et al, 2013). Some children and adolescents may find the informal use of music and joint music making beneficial in dealing with their emotions and social pressures (Saarikallio et al, 2013).…”

Section: Informal Music Activitiesmentioning

confidence: 99%

Promises of Music in Education?

2018

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Learning in school is intended to help students master academic skills such as reading, writing, and mathematics, as well as to acquire knowledge about different subjects such as history, geography, biology, and so on. However, in the future, successful learning will be largely manifested by students' global and transferable skills, such as analytical thinking, problem solving, collaboration, and social skills. Here we explore the promises of using music to support learning in the future. We review empirical evidence on the effects of music learning on neurocognitive development in children in formal and informal settings, in music interventions, and also in community settings. With this review, we wish to stimulate discussion about the roles that music could play in promoting learning in schools and elsewhere.

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Can Music Enhance School-Readiness Socioemotional Skills?

Cited by 67 publications

References 14 publications

Music Interventions and Child Development: A Critical Review and Further Directions

Music Interventions and Child Development: A Critical Review and Further Directions

Impact of arts education on children's learning and wider outcomes

Promises of Music in Education?

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