scholarly journals A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110685
Author(s):  
Judit Váradi
Keyword(s):  
Music Education ◽  
Social Emotional Learning ◽  
Holistic Approach ◽  
Well Being ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
The World ◽  
The Impact ◽  
The Relationship

Social-emotional learning (SEL) is a topic of increasing focus in the education sector. SEL is the process by which children acquire the knowledge, skills, and attitudes to effectively recognize and manage emotions, to formulate positive goals, to feel empathy for others, to establish and maintain functioning social relationships. It develops to take responsible decisions, determine students’ successful academic performance, transformation into adulthood, useful work, a good quality of life, and well-being. By the end of the 20th century the educational role of music has come into the spotlight, and in addition to the impact of music on the development of general skills, its social and emotional effects are also the subject of research. This paper undertakes to explore the literature about the connections between music education and social-emotional skill development. For the collection and analysis of information, online sources of peer-reviewed scientific journals in addition to the university library were used. The study also examined the relationship between social-emotional learning and the world-wide well-known Kodály Concept and the effect of Kodály’s vision of music education as a forerunner of socio-emotional skills development. The relationship between social-emotional skills and music was explored by reviewing the international music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. In order to illuminate the problem and to develop a holistic approach, the 100 studies presented here summarize research findings made and presented in different countries around the world.

scholarly journals The Effect of Internal Locus of Control and Social-Emotional Learning on Life and Relationship Satisfaction

2020 ◽  
Vol 6 (2) ◽  
pp. 31-49
Author(s):  
Sibylle Georgianna ◽  
◽  
Jennifer Jagerson ◽  
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Self Management ◽  
Subjective Well Being ◽  
Social Emotional ◽  
Internal Locus ◽  
Internal Locus Of Control

Objective The current study examined the impact of a non-governmental organization’s academic tutoring and mentoring program on the social-emotional learning (SEL) and subjective well-being of 240 marginalized young women. Participants One-hundred-fifty-nine currently enrolled 7-12th grade students with a mean age of 16.39, SD=1.55; 40 students who were enrolled in college with a mean age of 20.25, SD=1.57, and 25 who had graduated from college with a mean age of 22.48, SD=2.16 and their leaders participated. Methods All participants completed in a survey that assessed the degree of participants’ locus of control, expectations of success (self-efficacy), current goals and career-related aspirations and their satisfaction with their relationships and life in general. Twenty-one of the participants and all leaders also were interviewed. Results Regression analyses revealed that both the participants’ self-management and the leader’s locus of control were significant predictors of the participants’ internal locus of control. Congruent with interview findings, latent structural equation analysis revealed that three manifest variables of social-emotional learning, “self-management”, “social awareness”, and “self-efficacy” had direct positive effects on participants’ subjective well-being (i.e., their satisfaction with life and relationships). Conclusion Culturally sensitive approaches to mentoring and training are needed and helpful. Future research should be carried out to mitigate design limitations and further the current study’s addition to the body of research on social-emotional learning and well-being.

Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program

2018 ◽  
Vol 16 (4) ◽  
pp. 436-448 ◽  
Author(s):  
Angel Fettig ◽  
Amy L Cook ◽  
Laura Morizio ◽  
Kaitlin Gould ◽  
Lauren Brodsky
Keyword(s):  
Reading Strategies ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Dialogic Reading ◽  
After School ◽  
Social Emotional ◽  
Emotional Skills ◽  
After School Program ◽  
Young Students

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students’ social-emotional learning. The implications for research and practice are discussed.

The intervention: Improving social-emotional skills in early childhood as a factor of school performance

2019 ◽  
Vol 6 (1) ◽  
pp. 344-354
Author(s):  
Coste Monica
Keyword(s):  
Early Childhood ◽  
Essential Element ◽  
Well Being ◽  
Systematic Observation ◽  
Social Emotional ◽  
Educational Approach ◽  
Emotional Skills ◽  
Active Involvement ◽  
The Impact ◽  
Emotional Education

Contemporary studies show the major impact of early education on the future development of children, that justifies a quality educational approach from the early childhood, to meet the needs of children’s education for the onset of schooling. The dynamics of society and the updates in the field of education make it necessary to create an educational context as a response of the current needs of children’s competencies. In many countries, social-emotional education gains importance as an essential element of education, emotional intelligence being considered a determinant for success in life. The methods used were the pedagogical experiment, surveys, curricular analysis and systematic observation. When children experience well-being, the ability to think is increased. The active involvement of the teachers in the implementation of the programme, the use of recommended practices and the solving of the challenges that have appeared have led to an increase in the impact of the intervention. Keywords: Early childhood education, social-emotional skills, well-being, social-emotional education.

scholarly journals Developing Discipline among Students through Social-Emotional Learning: A New Model to Prevent and Reduce Behavior Problems

2015 ◽  
Vol 6 (2) ◽  
pp. 80-90
Author(s):  
Lee Moi Ching ◽  
Hadijah Jaffri .
Keyword(s):  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Positive Development ◽  
Discipline Problems ◽  
Social Emotional ◽  
Root Cause ◽  
Knowing That ◽  
Disciplinary Problems ◽  
Risky Behaviours

The disciplinary problem in schools is a major concern for government, educators, parents and society in Malaysia. Knowing that discipline problems will be dealt with fairly and consistently has been shown to have a dramatic impact on student well-being and achievement. This study discussed the discipline issues in Malaysia; the affects of reactive and punitive approach; root cause attributing to the students discipline problems; how to cope with the disciplinary problems; and using social-emotional learning (SEL) to develop discipline among students. SEL is a promising approach that is able to reduce risky behaviours, increase desirable behaviours and promoting positive development.

SOCIAL EMOTIONAL LEARNING FOR PROMOTING INCLUSIVE EDUCATION

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pooja .
Keyword(s):  
Inclusive Education ◽  
Spiritual Development ◽  
Social Emotional Learning ◽  
Academic Skills ◽  
Positive Outcome ◽  
Emotional Learning ◽  
Social Emotional ◽  
The World ◽  
Relational Outcomes ◽  
Conducive Environment

Social emotional learning (SEL) is quickly becoming a cornerstone in the world of education in present scenario and inclusion of those with special needs is becoming more important. Inclusive education provides new opportunities and challenges for creating effective and conducive learning environment. In order to facilitate the success of inclusion as an approach, it is necessary that students and their teachers develop the skills to understand eachother, communicate effectively and work togetherin more conducive environment. Social emotional learning in defined to involve programs and strategies by which individuals learn to understand intrapersonal and interpersonal feelings, communicate and resolve conflicts efficiently and effectively;respect each other and develop healthy mutual relationship.SEL skills play a crucial role for children who are differently abledor to those who are not, for their social,emotional, cognitive, physical and spiritual development. SEL has the potential to enhance children academic, social, and relational outcomes. Moreover, teachers have also demonstrated positive outcome that use approaches and strategies related to social emotional learning (SEL). The present paper is an attempt to value the significance of SEL programs in inclusive classrooms/environment so that students as well as teachers understand and express their emotions in a healthy way, promotes empathy and acceptance for others. Besides developing SELskills, inclusive education also help to enrich academic skills and Improves Academic Outcomes Keywords: Social emotional learning and Inclusive education.

Sign in / Sign up

Export Citation Format

Share Document