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Singing and Social Identity in Young Children.
Ioulia Papageorgi1, Jo Saunders2, Evangelos Himonides2
1School of Humanities and Social Sciences, University of Nicosia, Nicosia, Cyprus.
Frontiers in Psychology
|June 20, 2022
Summary
Singing programs positively impact children's singing skills and social identity. Children with a stronger singing identity reported better self-esteem and social integration, regardless of program participation.
Area of Science:
- Child Development
- Music Education
- Social Psychology
Background:
- Limited research exists on the link between young children's singing and social identity.
- Singing activities are known to benefit child development, but their specific impact on social identity is under-explored.
Purpose of the Study:
- To investigate the relationship between young children's singing ability and their social identity.
- To evaluate the impact of the nationwide "Sing Up" programme on children's singing and social identity.
Main Methods:
- Longitudinal study of 720 children aged 5-8 years old participating in the "Sing Up" programme.
- Individual assessment of singing ability and a questionnaire on social identity, including attitudes to singing, singer identity, and self-perception.
- Comparative data collected from children not in the programme.
Main Results:
- The "Sing Up" programme positively influenced children's singing ability.
- Children were categorized into "positive singing identity" or "developing singing identity" groups.
- A positive singer identity correlated with better attitudes towards singing, higher self-esteem, and improved social integration, independent of programme involvement.
Conclusions:
- High-quality singing activities can enhance children's singing ability and positively influence their singer identity and social inclusion.
- Developing a positive singing identity is associated with broader positive self-perceptions and social integration in young children.
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