Music- Based Social-Emotional Learning (SEL): A Study on Empathy and Peer Interaction among Preschoolers

Abstract

This study examined the impact of music-based Social-Emotional Learning (SEL) on empathy and peer interaction among preschool children in Lagos State. A quasi-experimental design was adopted, involving 60 preschool children randomly assigned to the experimental group and 20 to the control group. The experimental group participated in structured music-based SEL activities such as group singing, rhythm exercises, and cooperative music-making over two weeks, while the control group engaged in regular classroom activities. Purposive sampling was employed to select a total of 80 preschool children from four schools in Ojo LGA of Lagos State. Data were collected using teacher-rated empathy scales and systematic peer interaction checklists. Descriptive statistics and Analysis of Covariance (ANCOVA) at a 0.05 level of significance were used to analyze the data. Findings revealed that children exposed to music-based SEL interventions demonstrated significantly higher levels of empathy and displayed more positive peer interactions compared to their counterparts in the control group. These findings align with previous studies, such as Olatoye & Adekoya (2021), which also suggested that SEL can enhance social-emotional development. The paper emphasises the importance of integrating music-based SEL programs into early childhood education to foster empathy and peer relationships in preschoolers. This study's main contribution lies not only in confirming existing research but also in providing empirical evidence of the effectiveness of music-based interventions in promoting SEL in early childhood education. The paper concludes that music-based training can be more effective in nurturing social-emotional development than non-music-based alternatives. Further discussions on the implications of these findings suggest that music should be included as a vital component in early childhood curricula. The study recommends that educators and policymakers prioritize the integration of music into early childhood education programs to foster both academic and social-emotional growth in young children.