Feasibility of the Musical Contour Regulation Facilitation (MCRF) Intervention for Preschooler Emotion Regulation Development: A Mixed Methods Study

The impact of musicking on emotion regulation: A systematic review and meta-analysis

The ability to regulate one's emotions is integral to well-being and recent studies have documented the relationship between music and emotion regulation strategies. The purpose of this meta-analysis was to examine the impact of musicking on emotion regulation. To achieve this objective, a systematic database search for randomized control trial (RCT) studies was conducted. Eight studies that met the inclusion criteria were selected, involving 441 participants, and employing a diversity of musicking intervention strategies including listening, playing, and creating. The overall effect size was d = 0.45; p < .01. Moderator analyses were conducted. The discussion focuses on perspectives for music education, prevention programs, and public policies for the general population and music as a potential resource contributing to well-being.

The impact of arts-inclusive programs on young children's mental health and wellbeing: a rapid review

BACKGROUND

This review evaluated the existing literature exploring the effects of arts-inclusive programs (AIPs) on the mental health and wellbeing of young children. AIPs include activities, programs, or interventions containing creative arts.

METHODS

Literature searches were conducted across three databases (SCOPUS, psycINFO, and ERIC). The search was restricted to studies reporting outcomes of children 0-6 years.

RESULTS

Nine studies were included in the review (3,671 participants). Three key themes were identified: music-related (n = 4); artmaking (n = 3); and storytelling/drama (n = 2). All included studies reported positive outcomes on children's wellbeing following engagement in AIPs.

DISCUSSION

This review found emerging evidence demonstrating positive impacts of arts engagement on the wellbeing of children aged 0-6. However, most studies were low quality and used varying outcome measures. The review is one of the first to highlight the lack of high-quality studies on the relationship between AIPs and wellbeing in young children.

Effects of the Educational Use of Music on 3- to 12-Year-Old Children's Emotional Development: A Systematic Review

Interest in the study of emotions in education has grown in recent years. Some of our modern challenges, such as constantly adapting to new scenarios or the need for team work have justified the introduction of emotional competence into educational systems, while diverse studies confirm the relationship between music and emotional intelligence, so that the former could be used as a tool to develop the latter. The aim of this work was to examine the evidence for positive effects of music on the emotions of 3- to 12-year-old children, to which end a systematic review was carried out. Two reviewers independently evaluated 424 studies that were identified in MEDLINE, Psycinfo, and CINAHL databases, in order to determine whether they met the stated inclusion criteria. A total of 26 articles were selected for review. The results suggest several beneficial effects of music on children's development, such as greater emotional intelligence, academic performance, and prosocial skills. It can therefore be concluded that music should be used in school settings, not only as an important subject in itself, but also as an educational tool within other subjects.