This study investigates the progression of social-emotional learning skills in children by integrating music activities into creative drama. The research was executed employing a pre-and post-test control group research design. The research cohort consisted of 40 five-year-old participants, separated into two groups of 20 each, experimental and control. An 8-week comprehensive music education program was implemented exclusively for the experimental group to enhance their social-emotional proficiencies. A personalized information questionnaire was also employed to gather demographic information about the children and their respective parents. The "Vineland Social-Emotional Early Childhood Scale" (VSEECS) and the "Expression of Emotions Test" (EET) were applied as pre-and post-tests to determine children's social-emotional behaviors. The results of this investigation revealed a statistically significant difference in the EET pre-and post-test scores within the experimental group. Conversely, comparing both study groups, no statistically significant difference in EET scores was observed. The lack of a significant difference could be attributed to social-emotional learning activities in the curriculum that were carried out at school. This result may positively affect the control group's emotional expression and social skills. The analysis revealed that no statistically significant difference was observed in the mean scores of the (VSEECS) between the two groups at both the pre-test and post-test scores. In the context of forthcoming research, it is advisable to procure data through systematic observation, interviews, and the implementation of longitudinal investigations to elucidate the impact of music education on the development of children's social-emotional learning skills.

Keywords: Creative drama, integrated music activities, preschool children, social-emotional learning skills.


Altinkaynak, S. O., Aydos, E. H., & Akman, B. (2012). The views of teachers and managers about art, music and drama activities carried out by in-field-teachers in early childhood education institutions. Procedia-Social and Behavioral Sciences, 46, 2040-2045.

Bahcuvanoglu, F. F. (2019). Öğrencilerin sosyal duygusal öğrenme becerilerinin gelişimine yönelik yapılan etkinliklerin değerlendirilmesi: Karma yöntem araştırması [Evaluation of the activities on the development of social emotional learning skills of the students: Mixed method research], (Unpublished master’s thesis). Sakarya University, Sakarya, Turkey.

Brown, A.S. (2017). The magic years of early childhood. The Journal of Deaf Studies and Deaf Education, 22(19), 141.

Buyukozturk, S., Kilic-Cakmak, E., Akgun, O., Karadeniz, S., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Publishing.

Campayo–Muñoz, E. Á., & Cabedo–Mas, A. (2017). The role of emotional skills in music education. British Journal of Music Education, 34(3), 243-258.

Ceylan, S. (2009). Vineland sosyal-duygusal erken çocukluk ölçeğinin geçerlik-güvenirlik çalışması ve okul öncesi eğitim kurumuna devam eden beş yaş çocuklarının sosyal-duygusal davranışlarına yaratıcı drama eğitiminin etkisinin incelenmesi [Validity-reliability study of vineland social-emotional early childhood scale and examination of effects of creative drama education on social-emotional behavior of 5-year old pre-school children attending preschool educational institions], (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.

Ceylan, S., & Omeroglu, E. (2012). Study of social-emotional behaviors of 60-72 months children who take and do not take creative drama education with respect to some variables. Kastamonu Education Journal, 20(1), 63-80.

Ceylan, S., Gozun Kahraman, O., Kilinc, N., & Ulker, P. (2019). Turkish adaptation of the early childhood scale: The validity and reliability study. Journal of History Culture and Art Research, 8(1), 299-319.

Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. Paris, France: OECD Publishing.

Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1-7.

Degirmenci, B. (2020). Yaratıcı drama temelli etkinliklerin okul öncesi çocukların problem çözme ve sosyal beceri düzeylerine etkisi [Effect of creative drama based activities on problem solving and social skill levels of preschool children], (Unpublished master’s thesis). Cag University, Mersin, Turkey.

Derges, J. D. (2022). Children’s informal music learning: A phenomenological inquiry. International Journal of Music Education, 0(0), 1–13.

Drezner, Z., Turel, O., & Zerom, D. (2010). A modified Kolmogorov-Smirnov test for normality. Communications in Statistics‑Simulation an Computation, 39 (4), 693-704.

Edgar, S. N. (2013). Introducing social emotional learning to music education professional development. Update: Applications of Research in Music Education, 31(2), 28-36.

Ergin, H. (2003). İletişim becerileri eğitim programı’nın okul öncesi dönem çocuklarının iletişim beceri düzeylerine etkisi [The Effect of the communication skills education program on the communication skill levels of preschool children], (Unpublished doctoral dissertation). İstanbul University, İstanbul, Turkey.

Ezmeci, F., & Akman, B. (2023). The impact of the pre-school self-regulation program on the self-regulation, problem behavior and social skills of children. International Journal of Educational Research118, 102156.

Fodor, S. Z., & Korényi, R. (2019). Jóllét és teljesítmény az iskolában-a kibékíthető ellentét In: Polonyi, T. Innováció az oktatásban. Oriold és társai, Budapest, 83-103.

Friedlander, E. W., Arshan, N., Zhou, S., & Goldenberg, C. (2019). Lifewide or school-only learning: Approaches to addressing the developing world’s learning crisis. American Educational Research Journal56(2), 333-367.

Gao, Q., Hall, A., Linder, S., Leonard, A., & Qian, M. (2022). Promoting head start dual language learners’ social and emotional development through creative drama. Early Childhood Education Journal, 50(5), 761-771.

Gresham, F. (2015). Evidence-based social skills interventions for students at risk for EBD. Remedial and Special Education, 36(2), 100–104.

Hukkelberg, S., Keles, S., Ogden, T., & Hammerstrøm, K. (2019). The relation between behavioral problems and social competence: A correlational meta-analysis. BMC Psychiatry, 19, 354.

Jennings, P. A., & Frank, J. L. (2015). Inservice preparation for educators. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 422–437). The Guilford Press.

Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: from programs to strategies and commentaries. Social Policy Report, 26(4), 1–33.

Jucan, D., & Simion, A. (2015). Music background in the classroom: its role in the development of social-emotional competence in preschool children. Procedia-Social and Behavioral Sciences, 180, 620 – 626.

Kankaraš, M., & Suarez-Alvarez, J. (2019). Assessment framework of the oecd study on social and emotional skills. OECD Education Working Paper No. 207, EDU/WKP(2019) 15.

Kaspar, K. L., & Massey, S. L. (2023). Implementing social-emotional learning in the elementary classroom. Early Childhood Education Journal, 51, 641-650.

Kilic, Z., & Namdar, A. O. (2021). The Effect of creative drama-based activities on acquisition of values by 5-year-olds. International Journal of Progressive Education, 17(1), 392-403.

Kim, M. J., Doh, H. S., Hong, J. S., & Choi, J. S. (2011). Social skills training and parent education programs for aggressive preschoolers and their parents in South Korea. Children and Youth Services Review, 33(6), 838-845.

Kirschner, S., & Tomasello, M. (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and human behavior31(5), 354-364.

Koc, N. (2022). Examination of the social skills of primary school 1st grade children who lived their early childhood period in the pandemic. Journal of Inonu University Health Services Vocational School, 10(3),1016-1041.

Koelsch, S. (2014). Brain correlates of music-evoked emotions. Nature Reviews Neuroscience15(3), 170-180.

Kosokabe, T., Mizusaki, M., Nagaoka, W., Honda, M., Suzuki, N., Naoi, R., & Moriguchi, Y. (2021). Self-directed dramatic and music play programs enhance executive function in Japanese children. Trends in Neuroscience and Education, 24, 100158.

Lane, R. D., & Smith, R. (2021). Levels of emotional awareness: theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42.

Leme, V. B. R., Del Prette, Z. A. P., & Coimbra, S. (2015). Social skills, social support and well-being in adolescents of different family configurations. Paidéia, 25(60), 9–17.

Liu, L. (2015). On influence of music education on emotional development of pre-school children. In International Conference on Education, Management, Commerce and Society (EMCS-15) (738-741). Atlantis Press.

Low, S., Cook, C. R., Smolkowski, K., & Buntain-Ricklefs, J. (2015). Promoting social–emotional competence: An evaluation of the elementary version of Second Step®. Journal of School Psychology, 53(6), 463-477.

Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142.

Marsden, E., & Torgerson, C. J. (2012). Single group, pre-and post-test research designs: Some methodological concerns. Oxford Review of Education, 38(5), 583-616.

OECD (2019). Future of education and skills 2030: OECD learning compass 2030. Retrieved from https://Www.Oecd.Org/Education/2030-Project/

Otacioglu, S. G. (2008). Müzik öğretmenlerinde tükenmişlik sendromu ve etkileyen faktörler [Burnout syndrome among music teachers and triggering factors]. Inonu University Journal of the Faculty of Education9(15), 103-116.

Oztug, E. K., & Ciner, M. (2017). The impact of creative drama education on development of social skills of elementary school students. New Trends and Issues Proceedings on Humanities and Social Sciences, 3(3), 418–426.

Ozturk, I. (2017). 11-14 yaş grubu ergenlerin algılanan ana-baba tutumları ile sosyal-duygusal öğrenme becerileri arasındaki ilişkilerin incelenmesi [The Relationship between problematic internet usage and perceived parental attitudes in secondary school students], (Unpublished master’s thesis). Nisantası University, İstanbul, Turkey.

Padhy, M., & Hariharan, M. (2023). Social skill measurement: standardization of scale. Psychological Studies, 68(1), 114-123.

Pears, K. C., Kim, H. K., Healey, C. V., Yoerger, K., & Fisher, P. A. (2015). Improving child self-regulation and parenting in families of pre-kindergarten children with developmental disabilities and behavioral difficulties. Prevention Science, 16(2), 222-232.

Pellitteri, J. S. (2005). The use of music in facilitating emotional learning. In J. S. Pellitteri, R. Stern, C. Shelton, & B. Muller-Ackerman (Eds.), Emotionally intelligent schools counseling (pp. 185-199). Mahwah, NJ: Erlbaum.

Širvinskienė, G., Antinienė, D., Griciūtė, A., Dulksnienė, L., Asisi, V., Kregždytė, R., ... & Amtmann, E. (2022). Effectiveness of the ELLA training for the promotion of emotional and social competences in Lithuanian preschool children. International Journal of Environmental Research and Public Health, 19(19), 12195.

Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1998). Vineland social-emotional early childhood scales (SEEC). Circle Pines, MN: American Guidance Service.

Stephenson, L. (2023). Collective creativity and wellbeing dispositions: Children's perceptions of learning through drama. Thinking Skills and Creativity, 47, 101188.

Sungurtekin, S. (2021). Classroom and music teachers' perceptions about the development of imagination and creativity in primary music education. Journal of Pedagogical Research, 5(3), 164-186.

Thierry, K. L., Vincent, R. L., & Norris, K. (2022). Teacher-level predictors of the fidelity of implementation of a social-emotional learning curriculum. Early Education and Development, 33(1), 92-106.

Toivanen, T., Halkilahti, L., & Ruismäki, H. (2013). Creative pedagogy-Supporting children’s creativity through drama. The European Journal of Social & Behavioural Sciences. 7(4), 1168-1179.

Uysal, A., & Balkan, I. K. (2015). Sosyal beceri eğitimi alan ve almayan okul öncesi çocukların, sosyal beceri ve benlik kavramı düzeyleri açısından karşılaştırılması [Comparison of preschool children’s social skill levels and self concept who received and who did not received social skills training]. Studies in Psychology, 35(1), 27-56.

Varadi, J. (2022). A review of the literature on the relationship of music education to the development of socio-emotional learning. SAGE Open, 12(1), 1-11.

Yildirim-Dogru, S. (1999). Zihin engelli cocukların duygusal yüz ifadelerini tanıma durumlarının değerlendirilmesi. [Evaluation of emotional facial expressions recognition status of mentally retarded children], (Unpublished doctoral dissertation). Anadolu University, Eskişehir, Turkey.






Research Article