Research on the Role of Music Education in the Development of Non-Cognitive Abilities in Young Children.

Abstract

With the growing emphasis on the holistic development educational philosophy, non-cognitive abilities in young children have garnered significant attention as a crucial dimension influencing their long-term development. Music education, characterized by its emotional nature, structural discipline, and social interactivity, provides a unique pathway for fostering non-cognitive abilities such as emotional regulation, social interaction, perseverance, and open-mindedness in young children. This study systematically explores the theoretical correlation between music education and non-cognitive abilities in early childhood, elucidates the psychological mechanisms through which musical activities—including emotional experience, collective collaboration, skill acquisition, and improvisational creation—facilitate the development of non-cognitive abilities, and prospectively proposes innovative trends in music education, such as literacy orientation, gamification integration, process-oriented assessment, and technology empowerment. The research aims to provide a theoretical reference for optimizing art education practices in early childhood.