| Abstract [eng] |
This research analyzes changes in children’s psychosocial development that showed up attending the music studio of non-formal activities. The research deals with the conception of non-formal music education in Lithuania, defines aims, objectives, forms and alternative trends of this activity. The child’s psychosocial development stages (from infancy until pre-school age period) and peculiarities of music education in these periods are also discussed. The research aim is to disclose the impact of non-formal music activities on pre-school age children’s psychosocial development. To implement the research, the following objectives were raised: to analyze the concept, aims and objectives of non-formal music education; to discuss the concept and stages of pre-school age children’s psychosocial development; to highlight the interaction between music education and the child’s psychosocial development. The hypothesis of the research work: it is likely that the highlighted aspects of attractiveness of pre-school age children’s music education and children’s targeted, purposeful, complex and creative music making undoubtedly influence learners’ psychosocial development. In order to disclose the impact of non-formal music activities on pre-school age children’s psychosocial development, the research was carried out choosing a qualitative research strategy and using an interview method. The research included 30 informants (parents of children attending the music studio): 25 females and 5 males. The selected informants’ age ranges from 26 to 44 years. The analysis of research data was conducted employing the traditional qualitative content analysis method. The analysis of scientific literature confirms that non-formal music education in the pre-school age has a substantial impact on the child’s psychosocial development and (self-) development of emotional and cognitive abilities. Music education both positively supplements learners’ cognitive development and forms natural abilities, promotes changes in the child’s psychosocial development, while links between music and socialization ensure holistic human (self-) development. The results of the conducted research demonstrate that non-formal music activities that are grounded on targeted, purposeful, authorial programme can positively influence pre-school age children’s psychosocial development. This is clearly proved by informants’ statements, which have been collected and processed using qualitative research tools, providing strong arguments confirming that non-formal music activities: positively influence children’s language development; help children to express their thoughts more bravely, communicate with their family members and peers more actively; encourage them to become more active: to sing, dance and move more; help to perceive the surrounding world more clearly, to be able to express their opinion and become much more open; help to disclose leadership features; create preconditions to discover a diverse range of emotions, to experience, recognize and name them; encourage to simulate the activities that take place during sessions and concerts in the home environment. The informants’ statements, analysed using qualitative research tools, confirmed the hypothesis that the highlighted complex and creative features of non-formal music activities, which meet the needs of the present, undoubtedly influenced pre-school children’s psychosocial development. |
