Participation in an early childhood music programme and socioemotional development: A meta-analysis

Abstract

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.

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

“…Maintaining the steady synchronized joint action of a musical rhythm may help hone social skills, including turn-taking, cooperation, sharing, social responsibility, and self-regulation (Buren et al, 2021; Keller et al, 2014). Recent work by Gaudette-Leblanc et al (2021) provides empirical evidence that music training in children aged 0 to 6 years moderately improves socio-emotional development in both reported and observational measures (d = 0.57). Music programs provide opportunities to strengthen social and emotional skills during the early phases of child development in families, childcare, and preschool settings.…”

“…Pitch skills link to phonological awareness (Loui et al, 2012; Patscheke et al, 2019), which is essential for reading. Music enhances socio-emotional development (Buren et al, 2021; Gaudette-Leblanc et al, 2021; Keller et al, 2014). Inhibition control’s role in emotions, turntaking, and emotional abilities in turn influences social and emotional growth (Brodal et al, 2017; Nummenmaa et al, 2021; Reybrouck et al, 2018; Rose-Krasnor & Denham, 2009; van Noorden et al, 2017; Vuust et al, 2011).…”

“…There is converging evidence supporting the critical role that music training plays in terms of social and emotional development. A recent meta-analysis by Gaudette-Leblanc et al (2021) on longitudinal early childhood music programs (ages 0 - 6 years) and socio-emotional development reported a moderate positive effect size (d = 0.57) for ten programs using both observational (clinician assessment or researcher assessment) and reported measures (parent/teacher-reports). Music interventions are also promising tools to promote social and emotional skills in clinical populations with socio-emotional impairments, such as children on the autism spectrum (for reviews, see: Dahary et al, 2022; Quintin, 2019).…”

“…Training music in a social environment increases positive feelings of bonding through shared emotions and group synchrony (Nummenmaa et al, 2021). In addition to being pleasurable and social, music training also engages a broad set of skills including executive functioning (Degé & Frischen, 2022;Rodriguez-Gomez & Talero-Gutiérrez C., 2022), language/communication (Gordon et al, 2015;Jäncke, 2012;Patel, 2008;Poeppel & Bergelson, 2008), and socioemotional functioning (Gaudette-Leblanc et al, 2021;Gerry et al, 2012). Given the wealth of different processes engaged in music training, music emerges as a precious activity for studying skill transfer effects.…”

Meeting the Social and Emotional Needs of P–12 Learners: A Descriptive Study of Music Teacher Education Programs

“…A person's social and emotional needs at a given time are related to and reflective of their socioemotional development (SED), 1 which can "[include] changes in personality, emotions, views of oneself, social skills, and interpersonal relationships with family and friends" (Kuther, 2020, p. 5). The socioemotional domain of learning receives much attention in early childhood education (e.g., Gaudette-Leblanc et al, 2021; National Association for the Education of Young Children [NAEYC], 2009), and the importance of this domain across all age groups has been highlighted by education scholars for decades (e.g., Gardner, 1983;Krathwohl et al, 1964;Vygotsky, 1978). Recent world events, including the United States's grappling with COVID-19 and systemic racism, have increased focus on social emotional learning 2 in schoolswhere children learn social and emotional skills and competencies-in ways that promote well-being and equity (Jagers et al, 2019;Jones, 2021).…”