EFFECTIVENESS OF MUSIC BASED LEARNING INTERVENTION IN PROMOTING SOCIAL SKILLS AND EMOTIONAL EXPRESSIONS IN PRESCHOOLERS IN NURSERY SCHOOLS IN JABI AREA OF AMAC, FCT ABUJA

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EFFECTIVENESS OF MUSIC BASED LEARNING INTERVENTION IN PROMOTING SOCIAL SKILLS AND EMOTIONAL EXPRESSIONS IN PRESCHOOLERS IN NURSERY SCHOOLS IN JABI AREA OF AMAC, FCT ABUJA

Abstract:

This study investigates the effectiveness of a music-based learning intervention in promoting social skills and emotional expression in preschoolers within nursery schools in the Jabi area of Abuja Municipal Area Council (AMAC), Federal Capital Territory (FCT), Abuja. Early childhood is a critical period for social and emotional development, and integrating music into educational interventions has shown potential for enhancing these skills. This research explores how music-based activities, such as group singing, rhythm exercises, and movement to music, can improve preschoolers’ ability to express emotions, develop empathy, cooperate with peers, and manage social interactions.

Using a mixed-methods approach, the study involved both quantitative and qualitative data collection from 50 preschoolers and their teachers in selected nursery schools. Observational tools, pre- and post-intervention assessments, and interviews with teachers were employed to measure the changes in children’s social behaviors and emotional expressions. Results indicated significant improvement in the preschoolers’ social interactions, emotional regulation, and self-expression after participating in the music-based intervention. These findings suggest that incorporating music into early childhood education can be an effective strategy for fostering social and emotional skills. The study provides insights into the broader educational benefits of music and offers recommendations for educators and policymakers to integrate music-based learning interventions into preschool curricula for holistic child development.

Table of Contents

Chapter One: Introduction

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Research Questions

1.5 Significance of the Study

1.6 Scope and Delimitations of the Study

1.7 Definition of Key Terms

1.8 Organization of the Study

Chapter Two: Literature Review

2.1 Theoretical Framework: Social and Emotional Development in Preschoolers

2.2 The Role of Music in Early Childhood Development

2.3 Music-Based Interventions and Their Impact on Social Skills

2.4 Music and Emotional Expression in Preschoolers

2.5 Case Studies on Music-Based Learning Interventions

2.6 Gaps in Literature

2.7 Conceptual Framework for the Study

Chapter Three: Research Methodology

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size and Sampling Techniques

3.4 Data Collection Methods

3.5 Instruments for Data Collection

3.6 Validity and Reliability of Instruments

3.7 Data Analysis Techniques

3.8 Ethical Considerations

Chapter Four: Results and Discussion

4.1 Pre-Intervention Analysis of Social and Emotional Skills

4.2 Post-Intervention Analysis of Social and Emotional Skills

4.3 Impact of Music-Based Learning on Social Interaction

4.4 Influence of Music on Emotional Expression and Regulation

4.5 Discussion of Key Findings

4.6 Feedback from Teachers and Caregivers

Chapter Five: Conclusion and Recommendations

5.1 Summary of Findings

5.2 Conclusion

5.3 Recommendations for Educators and Policymakers

5.4 Recommendations for Further Research

References

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