Music Integration in Early Childhood Curriculum: Pedagogy and Developmental Outcomes

Music Integration in Early Childhood Curriculum: Pedagogy and Developmental Outcomes | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Music Integration in Early Childhood Curriculum: Pedagogy and Developmental Outcomes Piter Sembiring This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9588008/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Music integration is widely acknowledged in early childhood education, yet its developmental contributions remain inconsistently interpreted across pedagogical contexts. This study synthesises recent empirical and conceptual research through a systematic integrative review guided by the PRISMA 2020 framework. A total of twenty-five peer-reviewed studies published between 2020 and 2025 were analysed using thematic analysis to identify recurring patterns and conceptual relationships. The findings reveal four interrelated themes, namely selective developmental outcomes, socio emotional engagement, pedagogical mediation, and structural constraints. Music integration is shown to function as a context-sensitive and pedagogically mediated process rather than a uniformly effective intervention. Its strongest contributions are evident in language and socio-emotional domains, while broader cognitive effects remain conditional and dependent on instructional alignment. Rhythmic embodied interaction emerges as a central mechanism linking musical engagement with developmental outcomes. This study advances a conceptual framework that repositions music as an interactional and pedagogical process, and recommends developmentally responsive instructional design alongside strengthened teacher competence. Music Early childhood education Music integration Pedagogical approaches Socio-emotional development Figures Figure 1 Figure 2 Introduction The international commitment to advancing inclusive and equitable quality education, as articulated in Sustainable Development Goal 4, has intensified scholarly attention toward early childhood as a pivotal stage in human development. At this level, learning is no longer understood as the accumulation of discrete skills but as a complex process in which cognitive, social, emotional, and physical dimensions develop through continuous interaction. Contemporary curricular perspectives increasingly advocate for learning environments that emphasise integration, experience, and multimodal engagement, allowing children to construct understanding through participation and interaction. In this regard, early childhood curriculum is more appropriately viewed as a relational system that supports interconnected developmental processes rather than as a collection of separate subject areas (Fu et al., 2024 ; Jia Yean & Ngadni, 2024 ; Schleicher, 2019 ) Within this evolving educational landscape, music has been increasingly recognised for its capacity to engage multiple developmental domains in a unified manner. Activities such as singing, rhythmic movement, and coordinated participation are closely associated with language development, emotional awareness, and social interaction. These processes are interdependent and are facilitated through temporal structuring and embodied engagement, both of which are central to early learning. From this standpoint, music extends beyond its traditional role as an artistic discipline and functions as a pedagogical medium that shapes attention, interaction, and meaning construction. Hallam ( 2010 ) emphasises that active engagement with music can have a significant impact on intellectual, social and personal development (Hallam, 2010 ). highlighting the broad developmental implications of musical involvement. The relational dimension of music further reinforces its relevance within early childhood contexts. Empirical evidence suggests that shared musical engagement contributes to the development of cooperative behaviours and social cohesion among young children. Previous studies demonstrate that joint music making enhances prosocial behaviour by fostering coordinated interaction and shared intentionality (Kirschner & Tomasello, 2010 ; Rabinowitch, 2020 ; Wan & Fu, 2019 ). These findings support the view that learning in early childhood is inherently social, emerging through participation and collective experience. Accordingly, music can be understood as a medium that facilitates both individual growth and interpersonal connection, thereby aligning with the broader goals of integrated early childhood education. Nevertheless, the positioning of music within early childhood curriculum continues to display considerable variation in both conceptualisation and practice. In many instances, musical activities are treated as complementary rather than as embedded components of the curriculum, which limits their pedagogical contribution. Gubbins ( 2021 ) and Moore et al ( 2025 ) indicate that the extent and quality of music provision are often influenced by contextual factors, including teacher confidence and institutional priorities, resulting in uneven implementation across settings. Such variability suggests that the integration of music is not consistently guided by a clearly defined pedagogical orientation, raising questions about how its potential can be more effectively realised within structured learning environments. A closer reading of the literature reveals that research in this field has developed across several domains that, while related, are not always examined in relation to one another. Some studies concentrate on pedagogical approaches, others explore instructional practices, and still others document developmental outcomes associated with musical engagement. Although each strand offers valuable insights, they are seldom synthesised in a way that clarifies their interrelationships within a coherent curricular framework. Young ( 2016 ) notes the diversity of perspectives that characterise early childhood music education research, while Ilari et al ( 2020 ) highlight the wide range of developmental outcomes associated with musical interventions. This dispersion of focus can make it difficult to construct a comprehensive understanding of how music functions within early childhood curriculum as an integrated system. In response to this need, the present study seeks to synthesise existing research on music integration in early childhood curriculum, with particular attention to the relationship between pedagogical approaches and developmental outcomes. The focus is directed toward examining how these dimensions intersect and inform one another within early learning contexts. Through this synthesis, the study aims to contribute to a more structured and analytically grounded account of music as a pedagogical medium, offering insights that are relevant for both theoretical development and educational practice. To guide this inquiry, the study addresses the following research questions: How is music conceptualised pedagogically within early childhood curriculum? What patterns of developmental outcomes are associated with its implementation? How can the relationship between pedagogy and developmental outcomes be understood within an integrated conceptual framework? Conceptual Framework Music integration in early childhood curriculum is conceptualised in this study as a structured relational system in which pedagogical orientations, instructional enactment, and developmental outcomes are interconnected through identifiable mechanisms (Bautista et al., 2021 ; Mendeš & Dobrota, 2023 ). Rather than positioning music as a supplementary activity, this framework treats it as a mediational tool that shapes how learning is organised, experienced, and internalised. Drawing on sociocultural theory, learning is understood as emerging through mediated interaction, where tools and practices actively structure cognitive and social development (Jadallah & Ballard, 2021 ; Roihanah Zakiyah & Resy Mulyani, 2024). In this context, musical activities such as rhythm, movement, and coordinated participation function as organising structures that regulate attention, synchronise interaction, and scaffold meaning-making. This perspective is further reinforced by embodied cognition, which posits that cognitive processes are grounded in sensorimotor experience, indicating that musical engagement integrates perception, action, and cognition within unified learning episodes (Leman, 2007 ; Zahid et al., 2025 ). Taken together, these perspectives establish music as a pedagogical mechanism through which multiple developmental domains are simultaneously activated and coordinated. Building on this foundation, the proposed framework specifies a directional relationship in which pedagogical approaches inform instructional strategies, which subsequently shape developmental outcomes through patterned engagement. This relationship is not linear but functionally interconnected, as the quality and structure of pedagogical design determine how musical experiences are enacted and how children participate within them. Empirical evidence indicates that structured musical engagement contributes to language development, executive functioning, and socio-emotional competence, particularly when embedded within intentional pedagogical contexts (Kraus & Chandrasekaran, 2010 ; Salsabila Zahra Ayesha & Mashudi, 2025 ). However, variations in outcomes across studies suggest that these effects are contingent upon how pedagogy is operationalised rather than on music exposure alone. Accordingly, this framework advances a conceptual synthesis that connects pedagogy and developmental outcomes through instructional mediation, offering a more coherent basis for understanding music integration as a systematic component of early childhood curriculum rather than as a set of isolated practices. Figure 1 . Conceptual framework of music integration in early childhood education In Fig. 1, music integration is conceptualised as an adaptive and process-oriented system in which pedagogical approaches and ongoing instructional adjustments structure children’s musical engagement. These processes foster rhythmic-embodied interaction, which mediates the relationship between musical activities and developmental outcomes across cognitive, language, socio-emotional, and motor domains. Methods Research Design This study employed a systematic integrative review to synthesise empirical and conceptual evidence on music integration in early childhood education. The integrative design was selected to accommodate heterogeneous study types, including experimental and intervention-based studies, observational research, and conceptual analyses. To ensure transparency, reproducibility, and completeness of reporting, the review followed the PRISMA 2020 guidelines. The analytical phase used thematic analysis to identify cross-study patterns and construct higher-order themes (Snyder, 2019 ). Search Strategy and Data Sources A systematic literature search was conducted across three major international databases, namely Scopus, Web of Science, and ERIC, to ensure comprehensive coverage of peer-reviewed and high-quality studies. The search was limited to publications from 2020 to 2025 in order to capture recent developments and contemporary perspectives on music integration in early childhood education. This temporal restriction was applied to ensure the relevance of findings to current pedagogical practices and evolving educational contexts. The search strategy employed Boolean operators to combine key concepts related to music, early childhood, and development. Core search strings included “music education” AND “early childhood”, “music integration” AND “preschool”, and “musical activities” AND “child development”. Additional combinations were used to capture specific developmental domains, including “music” AND “language development”, “music” AND “socio-emotional development”, and “music” AND “cognitive development”. All searches were limited to peer-reviewed journal articles written in English. To enhance coverage and reduce the risk of missing relevant studies, backward reference screening was conducted on selected articles. This combined strategy ensured both breadth and depth in identifying relevant literature within the defined timeframe Eligibility Criteria Studies were included if they met the following criteria: (a) peer-reviewed journal articles; (b) focused on early childhood populations aged approximately 0–8 years; (c) examined music-related learning within educational contexts; and (d) reported on pedagogical approaches, learning processes, or developmental outcomes. Studies were excluded if they: (a) addressed music performance without an educational context; (b) focused on populations outside early childhood; (c) lacked a clear link between pedagogy and development; or (d) provided insufficient methodological clarity. Study Selection Process The study selection followed the PRISMA 2020 framework, including identification, screening, eligibility, and inclusion stages (Page et al., 2021 ). A total of 132 records were identified from Scopus, Web of Science, and ERIC. After removing 28 duplicate records, 104 articles remained for screening. During title and abstract screening, 46 records were excluded due to irrelevance to early childhood, music pedagogy, or developmental outcomes. A total of 58 reports were sought for retrieval, all of which were successfully retrieved and assessed for eligibility. During full-text evaluation, 33 studies were excluded due to lack of early childhood focus (n = 12), absence of a clear pedagogy–development linkage (n = 11), and insufficient methodological clarity (n = 10). The final dataset comprised 25 studies included in the review. Data Extraction A structured data extraction procedure was applied to ensure consistency across studies. Extracted information included author and year, research design, participant characteristics, educational context, pedagogical approaches, types of musical activities, and reported developmental outcomes. In addition, each study was examined to identify how music was positioned within the learning process, whether as instructional content, pedagogical strategy, or interactive and embodied activity. This enabled systematic comparison across studies and supported the identification of patterns linking pedagogy to developmental outcomes. Data Analysis Data were analysed using thematic analysis following (Braun & Clarke ( 2022 ) familiarisation with the data, initial coding, searching for themes, reviewing themes, defining and naming themes, and producing the report. Coding focused on three analytical dimensions: pedagogical approaches, musical learning processes, and developmental outcomes. Through iterative comparison, codes were grouped into higher-order categories, resulting in four themes: selective developmental outcomes, socio-emotional engagement, pedagogical mediation, and structural constraints. These themes formed the basis of the Results and informed the interpretive synthesis in the Discussion. Rigor and Trustworthiness Rigor in this study was established through the application of systematic and transparent procedures across all stages of the review process. The study selection was conducted using clearly defined inclusion and exclusion criteria, which were applied consistently during both the screening and eligibility phases to ensure conceptual alignment and reduce selection bias. The multi-stage selection procedure further enhanced transparency by providing a structured pathway from initial identification to final inclusion. Analytical rigor was strengthened through the use of a structured data extraction process and a clearly defined thematic analysis procedure. Coding and theme development were conducted iteratively, allowing patterns to be identified, compared, and refined across studies. This process ensured that the resulting themes were grounded in the data rather than imposed a priori, supporting the credibility of the findings. In addition, an audit trail was maintained throughout the review, documenting key decisions related to search strategy, study selection, and data analysis. This documentation enables the traceability of analytical steps and supports the dependability of the study. Together, these procedures ensure that the synthesis is methodologically robust, transparent, and grounded in a systematic analytical process. Result or Findings Selective and Conditional Developmental Contributions of Music The analysis indicates that the role of music integration in early childhood development is differentiated rather than universally distributed across developmental domains. The most consistent improvements are identified in language-related abilities, particularly those associated with phonological awareness and early comprehension processes. Empirical findings suggest that structured musical engagement, especially activities involving singing and rhythmic coordination, strengthens children’s sensitivity to sound patterns and linguistic structures (Kostilainen et al., 2024 ). Furthermore, intervention studies involving children with developmental challenges demonstrate that music-based learning environments can support both language comprehension and self-regulatory behaviour, highlighting the potential of music as a facilitative tool under specific developmental conditions (Lee & Ho, 2023 ). These results suggest that music contributes to development through mechanisms closely linked to auditory and temporal processing. Nevertheless, the generalization of these effects to broader cognitive domains remains limited. Evidence from large-scale and meta-analytical studies indicates that improvements in general intelligence or overall cognitive performance are not consistently observed, even with prolonged exposure to musical activities (Mugaya, 2022 ; Sala & Gobet, 2020 ). Additional theoretical perspectives reinforce this interpretation by suggesting that the developmental influence of music is mediated through specialized processes, particularly those related to temporal structuring and auditory perception, rather than through broad cognitive transfer (Schellenberg & Lima, 2024 ). These findings highlight the importance of considering the specific pathways through which music operates, rather than assuming generalized cognitive benefits. When considered collectively, these patterns suggest that the effectiveness of music integration is contingent upon the interaction between developmental readiness and pedagogical structuring. Musical activities that are appropriately aligned with children’s developmental stages appear to yield more substantial outcomes, particularly during early phases of learning where sensory and temporal processing are foundational. This indicates that music functions as a contextually situated process, where its impact depends on the coherence between instructional design and learner characteristics. As such, music should be understood as a targeted developmental resource rather than a universally applicable intervention. Music as a Structuring Medium for Socio-Emotional Engagement The reviewed studies consistently position music as an organizing medium that supports socio-emotional engagement and relational interaction in early childhood contexts. Observational findings indicate that children exposed to music-enriched environments demonstrate higher levels of attentional focus, positive emotional expression, and social responsiveness, suggesting that music structures interaction through coordinated timing and shared participation(Mendeš & Dobrota, 2023 ; Ruokonen et al., 2021 ). These patterns underscore the role of rhythm and synchrony in shaping engagement, indicating that music contributes to both individual regulation and collective interaction. Further evidence highlights the contribution of music to emotional regulation and social responsiveness, particularly within collaborative and participatory learning environments. Music-based activities provide a structured context in which children can express emotions, interpret social cues, and engage in coordinated interaction, thereby supporting the development of social competencies (Blasco-Magraner et al., 2021 ). In addition, the repetitive and predictable nature of musical experiences appears to facilitate behavioral stability, enabling children to maintain attention and sustain engagement over time (Váradi, 2022 ). These findings emphasize the regulatory and relational dimensions of musical interaction. More broadly, the convergence of rhythm, repetition, and shared participation suggests that music operates as a relational framework within early learning environments. Rather than functioning as a peripheral activity, music organizes interaction itself, creating conditions that support emotional atonements and social coordination. This perspective indicates that socio-emotional development is not merely an outcome associated with music, but a central mechanism through which music exerts its pedagogical influence. Consequently, the value of music lies in its capacity to structure interaction, rather than simply deliver content. Pedagogical Mediation and Embodied Musical Learning The findings consistently emphasize that the effectiveness of music integration is closely tied to pedagogical mediation. Research on exploratory and embodied learning environments demonstrates that children’s engagement with music is shaped through active participation, movement, and interaction with materials. Within such contexts, learning emerges through sensorimotor processes, where perception and action are integrated in a continuous manner (Peñalba et al., 2021 ). This highlights the importance of embodiment as a fundamental dimension of musical learning in early childhood. This perspective is further supported by studies examining multisensory and technology-supported learning environments, which indicate that digital tools can extend musical engagement when integrated within developmentally appropriate pedagogical frameworks (Hodijah & Kurniawati, 2021 ; Lee & Liu, 2025 ). Rather than substituting traditional forms of interaction, these approaches enhance opportunities for exploration, coordination, and creative expression. Additional evidence suggests that differences in instructional design significantly influence learning outcomes, with interactive and participatory approaches producing deeper engagement compared to passive forms of exposure (Arasomwan & Daries, 2024 ; Ginman et al., 2022 ). Taken together, these findings suggest that pedagogy is not merely a contextual factor, but a determining mechanism in music integration. The developmental value of music is shaped by how it is enacted through interaction, participation, and movement, rather than by its presence alone. This implies that music should be conceptualized as a pedagogical process, where learning emerges through embodied engagement. Consequently, effective music integration depends on the extent to which instructional practices align with principles of interaction, exploration, and experiential learning. Structural and Professional Constraints in Implementation Despite the recognized benefits of music integration, its implementation remains constrained by structural and professional challenges within early childhood education systems. A recurring concern across the literature is the limited preparation of educators in music pedagogy, which affects both the quality and consistency of classroom practice. Evidence indicates that insufficient training and low levels of confidence among teachers often result in fragmented or superficial implementation of musical activities(Bautista et al., 2024 ; Choi & Lee, 2025 ). This underscores the importance of teacher competence as a key determinant of effective practice. Further analysis reveals that although music is increasingly incorporated into early childhood curricula, its enactment in practice remains uneven and highly dependent on contextual conditions (Boucher et al., 2021 ; López-Melgarejo et al., 2024 ). The gap between curricular intentions and classroom realities reflects a broader misalignment between policy and practice. At the same time, emerging perspectives emphasize the importance of recognizing children as active participants in musical learning, advocating for more participatory and learner-centered approaches (Madalozzo et al., 2025 ). Collectively, these findings indicate that the limitations of music integration are not primarily conceptual, but structural in nature. The discrepancy between theoretical potential and practical implementation suggests that systemic factors, including teacher preparation, institutional support, and curricular coherence, play a decisive role in shaping outcomes. This implies that advancing music integration requires coordinated efforts at both pedagogical and systemic levels, ensuring that theoretical insights are effectively translated into practice. Discussion The present synthesis necessitates a re-examination of how music integration is conceptualized within early childhood education, shifting away from generalized assumptions toward a more differentiated and contextually grounded perspective. Although music is frequently portrayed as a broadly beneficial educational medium, the findings indicate that its effects are selective and shaped by both pedagogical design and developmental conditions. This suggests that music should not be regarded as an inherently transformative intervention, but rather as a pedagogical resource whose effectiveness depends on its alignment with specific learning processes and contextual dynamics (Rodrigues et al., 2025 ). In this regard, the value of music lies not in its universal applicability, but in its capacity to engage particular developmental mechanisms under appropriate conditions. The prominence of socio-emotional outcomes further reinforces the relational character of music as a pedagogical medium. Rather than operating solely as instructional content, music structures interaction through synchrony, rhythm, and shared participation, thereby facilitating emotional engagement and social coordination. This perspective is consistent with views that conceptualize early childhood learning as fundamentally interactive, where developmental outcomes emerge through participation and relational processes (Theerapan, 2025 ). From this standpoint, music does not simply support development; it organizes the conditions under which interaction and engagement occur, positioning it as a medium through which relational learning is enacted. At the same time, the findings underscore the central role of pedagogical mediation in determining the effectiveness of music integration. Evidence consistently demonstrates that outcomes are contingent upon how musical experiences are designed, enacted, and situated within learning environments. Approaches that emphasize embodied interaction, exploration, and active participation tend to produce more meaningful and sustained outcomes, suggesting that music must be understood within a broader pedagogical system rather than as an isolated instructional element (Vidulin & Kazić, 2021 ; Zhou, 2024 ). This implies that the impact of music is not inherent to the activity itself, but emerges through the quality of pedagogical structuring and interactional design. A further implication concerns the significance of professional competence in shaping instructional quality. The persistence of gaps in teacher preparation indicates that the potential of music integration cannot be fully realized without sustained investment in professional development. Effective implementation requires more than curricular inclusion; it depends on the presence of pedagogical expertise capable of translating theoretical principles into practice. This highlights the importance of alignment between educational policy, teacher training, and classroom enactment, as inconsistencies across these domains can limit the effectiveness of music-based learning (Savage et al., 2025 ). Consequently, teacher competence should be viewed as a foundational condition for successful integration. In addition, emerging developments in technology and interdisciplinary learning point toward new directions in the field of music education. The integration of digital tools and cross-domain approaches offers opportunities to enhance engagement and support diverse learning needs. However, these innovations must be approached critically, as their effectiveness depends on preserving the embodied and interactive qualities that characterize meaningful musical learning. This underscores the need to balance technological advancement with pedagogical integrity, ensuring that innovation complements rather than replaces core learning processes (Xie et al., 2025 ). Without such balance, the potential benefits of technology may not be fully realized. Finally, this study contributes to the field by reframing music integration as a structured and context-dependent process rather than a universally applicable solution. By emphasizing the interplay between pedagogy, interaction, and developmental conditions, this perspective offers a more coherent and analytically grounded understanding of how music functions within early childhood education. This reconceptualization not only clarifies the mechanisms through which music contributes to development, but also provides a foundation for future research and practice that is more responsive to the complexities of early learning environments. Conclusion This study demonstrates that music integration in early childhood curriculum is best understood not as a generalized developmental intervention, but as a pedagogically mediated and context-dependent process in which its effectiveness is shaped by the alignment between instructional design, child engagement, and developmental readiness. In response to the first research question, music is conceptualized pedagogically as an interactive and embodied learning medium that operates through structured activities such as rhythm, movement, and shared participation rather than as isolated content. Addressing the second question, the findings indicate that developmental outcomes are differentiated, with the most consistent effects observed in language and socio-emotional domains, while broader cognitive gains remain limited and conditional. In relation to the third question, the relationship between pedagogy and developmental outcomes is characterized as a mediated system in which instructional strategies shape engagement processes that, in turn, influence developmental trajectories. Based on these insights, this study recommends that music integration be implemented through pedagogically intentional and developmentally responsive approaches, supported by systematic teacher training and aligned curriculum design. Future research should further examine the interaction between pedagogical structures, learner variability, and emerging technological contexts to refine the theoretical and practical understanding of music integration in early childhood education. Declarations Competing interests: The authors declare that they have no competing interests. Ethics approval and consent to participate: Ethical approval and informed consent were not required as this study did not involve human participants. Funding: This research received no external funding. The authors declare that no funding body had any role in the design of the study, data collection, analysis, interpretation of data, or writing of the manuscript. Authors’ contributions: PS: Conceptualization, Writing – Original Draft; AM: Conceptualization, Visualization; DL: Methodology, Writing – Review & Editing. Acknowledgements: Not applicable. References Arasomwan AD, Daries G (2024) Rural Early Childhood Educators’ Perception of Music-Based Pedagogy in Teaching Communication Skills to Children. E-J Humanit Arts Social Sci 254–268. https://doi.org/10.38159/ehass.202341222 Bautista A, Bull R, Ng EL, Lee K (2021) That’s just impossible in my kindergarten. 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Memory Cognition 48(8):1429–1441. https://doi.org/10.3758/s13421-020-01060-2 Salsabila Zahra Ayesha, &, Mashudi EA (2025) Jurnal pendidikan anak usia dini. Parent Dan Grandparenting Dalam Membentuk Kemandirian Anak (Sebuah Studi Komparasi) 9(2):1–15 Savage S, Bentley LA, Williams KE, Nielson C, Eager R (2025) Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features. Early Childhood Educ J 53(6):2275–2286. https://doi.org/10.1007/s10643-024-01737-2 Schellenberg EG, Lima CF (2024) Music Training and Nonmusical Abilities. Ann Rev Psychol 75:87–128. https://doi.org/10.1146/annurev-psych-032323-051354 Schleicher A (2019) Policies for early learning: Providing equitable access (pp. 11–20). https://doi.org/10.1787/1a8f6334-en Snyder H (2019) Literature review as a research methodology: An overview and guidelines. J Bus Res 104:333–339. https://doi.org/10.1016/j.jbusres.2019.07.039 Theerapan S (2025) Song composition for early childhood music teaching activities. Rast Muzikoloji Dergisi 13(2):141–160. https://doi.org/10.12975/rastmd.20251323 Váradi J (2022) A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning. Sage Open 12(1). https://doi.org/10.1177/21582440211068501 Vidulin S, Kazić S (2021) Cognitive-emotional music listening paradigm in professional music education. Int J Cogn Res Sci Eng Educ 9(1):135–145. https://doi.org/10.23947/2334-8496-2021-9-1-135-145 Wan Y, Fu H (2019) Temporal predictability promotes prosocial behavior in 5-year-old children. PLoS ONE 14(5):e0217470. https://doi.org/10.1371/journal.pone.0217470 Xie C, Ladin CA, Yahya AN (2025) Integrating digital tools in early childhood music education: Pedagogical strategies for enhancing teacher development and preschoolers’ engagement. J Pedagogical Res 9(3):84–101. https://doi.org/10.33902/JPR.202530272 Young S (2016) Early childhood music education research: An overview. Res Stud Music Educ 38(1):9–21. https://doi.org/10.1177/1321103X16640106 Zahid MFAM, Rahman MKA, Salehuddin AKB, Musa SF, Heriyawati Y (2025) Embodied Cognition in ‘1st appeal’: Integrating Spoken Word, Sound, And Movement as Choreographic Tools. Harmonia: J Arts Res Educ 25(1):227–252. https://doi.org/10.15294/harmonia.v25i1.22120 Zhou H (2024) From Notes to Knowledge: A Comprehensive Review of Early Childhood Music Education. Trans Social Sci Educ Humanit Res 11:561–566. https://doi.org/10.62051/jgdc2t55 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9588008","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":633061557,"identity":"c8319c67-650b-4f7c-b8a0-ad20243c3dce","order_by":0,"name":"Piter Sembiring","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+0lEQVRIiWNgGAWjYDACZhhDgrGBIYGBQY6BAchgYMOnhRlVizFhLXBrJCBUYgOYwqPFnJ3/4OMKhjo53dnNbR8e7qhN33C7uYHhQ9lhnFosm5mZDc8wHDY2u3OweUbimeO5G+4cbGCccQ63FoPDzGySDQwHErfdSGxmSGw7lrvhRmIDM28bXi3sPxsY6uphWtINQFr+4tfCBgwh5gQziJaaBLAWRjxagH4xlmwwOGy4DegXoJYDhjOBfjnYcy4dpxZz/oMPPzZU1Mmb3W5/zPizrU6e73b7wwc/yqxxOwyJBIHD4Ag6gFM9imIIqIPH6SgYBaNgFIwCGAAAvR1bgoCVWa8AAAAASUVORK5CYII=","orcid":"https://orcid.org/0009-0009-8633-5293","institution":"Universitas Pendidikan Indonesia","correspondingAuthor":true,"prefix":"","firstName":"Piter","middleName":"","lastName":"Sembiring","suffix":""}],"badges":[],"createdAt":"2026-05-01 16:52:40","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-9588008/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9588008/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":108443620,"identity":"ae850c21-119c-4f0a-b1d1-118bb2b97298","added_by":"auto","created_at":"2026-05-04 17:19:52","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":495077,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual framework of music integration in early childhood education\u003c/p\u003e","description":"","filename":"floatimage4.png","url":"https://assets-eu.researchsquare.com/files/rs-9588008/v1/b47cc2569a9a3ce507953af8.png"},{"id":108977066,"identity":"59b8aeb3-d890-4839-8ca8-7d4e38d09bf9","added_by":"auto","created_at":"2026-05-11 11:30:12","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":785211,"visible":true,"origin":"","legend":"\u003cp\u003ePRISMA 2020 flow diagram of the study selection process\u003c/p\u003e","description":"","filename":"floatimage5.png","url":"https://assets-eu.researchsquare.com/files/rs-9588008/v1/eca5af242472770be350c0e1.png"},{"id":108979610,"identity":"5d0c9f53-b6ee-47c5-8fb8-aab893a8aa22","added_by":"auto","created_at":"2026-05-11 12:00:19","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1371882,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9588008/v1/8a26da24-9e2a-4661-9270-58439c99e874.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eMusic Integration in Early Childhood Curriculum: Pedagogy and Developmental Outcomes\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe international commitment to advancing inclusive and equitable quality education, as articulated in Sustainable Development Goal 4, has intensified scholarly attention toward early childhood as a pivotal stage in human development. At this level, learning is no longer understood as the accumulation of discrete skills but as a complex process in which cognitive, social, emotional, and physical dimensions develop through continuous interaction. Contemporary curricular perspectives increasingly advocate for learning environments that emphasise integration, experience, and multimodal engagement, allowing children to construct understanding through participation and interaction. In this regard, early childhood curriculum is more appropriately viewed as a relational system that supports interconnected developmental processes rather than as a collection of separate subject areas (Fu et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Jia Yean \u0026amp; Ngadni, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Schleicher, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2019\u003c/span\u003e)\u003c/p\u003e \u003cp\u003eWithin this evolving educational landscape, music has been increasingly recognised for its capacity to engage multiple developmental domains in a unified manner. Activities such as singing, rhythmic movement, and coordinated participation are closely associated with language development, emotional awareness, and social interaction. These processes are interdependent and are facilitated through temporal structuring and embodied engagement, both of which are central to early learning. From this standpoint, music extends beyond its traditional role as an artistic discipline and functions as a pedagogical medium that shapes attention, interaction, and meaning construction. Hallam (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) emphasises that\u003c/p\u003e \u003cp\u003eactive engagement with music can have a significant impact on intellectual, social and personal development (Hallam, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). highlighting the broad developmental implications of musical involvement.\u003c/p\u003e \u003cp\u003eThe relational dimension of music further reinforces its relevance within early childhood contexts. Empirical evidence suggests that shared musical engagement contributes to the development of cooperative behaviours and social cohesion among young children. Previous studies demonstrate that joint music making enhances prosocial behaviour by fostering coordinated interaction and shared intentionality (Kirschner \u0026amp; Tomasello, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Rabinowitch, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Wan \u0026amp; Fu, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). These findings support the view that learning in early childhood is inherently social, emerging through participation and collective experience. Accordingly, music can be understood as a medium that facilitates both individual growth and interpersonal connection, thereby aligning with the broader goals of integrated early childhood education.\u003c/p\u003e \u003cp\u003eNevertheless, the positioning of music within early childhood curriculum continues to display considerable variation in both conceptualisation and practice. In many instances, musical activities are treated as complementary rather than as embedded components of the curriculum, which limits their pedagogical contribution. Gubbins (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Moore et al (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) indicate that the extent and quality of music provision are often influenced by contextual factors, including teacher confidence and institutional priorities, resulting in uneven implementation across settings. Such variability suggests that the integration of music is not consistently guided by a clearly defined pedagogical orientation, raising questions about how its potential can be more effectively realised within structured learning environments.\u003c/p\u003e \u003cp\u003eA closer reading of the literature reveals that research in this field has developed across several domains that, while related, are not always examined in relation to one another. Some studies concentrate on pedagogical approaches, others explore instructional practices, and still others document developmental outcomes associated with musical engagement. Although each strand offers valuable insights, they are seldom synthesised in a way that clarifies their interrelationships within a coherent curricular framework. Young (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) notes the diversity of perspectives that characterise early childhood music education research, while Ilari et al (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) highlight the wide range of developmental outcomes associated with musical interventions. This dispersion of focus can make it difficult to construct a comprehensive understanding of how music functions within early childhood curriculum as an integrated system.\u003c/p\u003e \u003cp\u003eIn response to this need, the present study seeks to synthesise existing research on music integration in early childhood curriculum, with particular attention to the relationship between pedagogical approaches and developmental outcomes. The focus is directed toward examining how these dimensions intersect and inform one another within early learning contexts. Through this synthesis, the study aims to contribute to a more structured and analytically grounded account of music as a pedagogical medium, offering insights that are relevant for both theoretical development and educational practice.\u003c/p\u003e \u003cp\u003eTo guide this inquiry, the study addresses the following research questions:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow is music conceptualised pedagogically within early childhood curriculum?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat patterns of developmental outcomes are associated with its implementation?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eHow can the relationship between pedagogy and developmental outcomes be understood within an integrated conceptual framework?\u003c/p\u003e"},{"header":"Conceptual Framework","content":"\u003cp\u003eMusic integration in early childhood curriculum is conceptualised in this study as a structured relational system in which pedagogical orientations, instructional enactment, and developmental outcomes are interconnected through identifiable mechanisms (Bautista et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mendeš \u0026amp; Dobrota, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Rather than positioning music as a supplementary activity, this framework treats it as a mediational tool that shapes how learning is organised, experienced, and internalised. Drawing on sociocultural theory, learning is understood as emerging through mediated interaction, where tools and practices actively structure cognitive and social development (Jadallah \u0026amp; Ballard, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Roihanah Zakiyah \u0026amp; Resy Mulyani, 2024). In this context, musical activities such as rhythm, movement, and coordinated participation function as organising structures that regulate attention, synchronise interaction, and scaffold meaning-making. This perspective is further reinforced by embodied cognition, which posits that cognitive processes are grounded in sensorimotor experience, indicating that musical engagement integrates perception, action, and cognition within unified learning episodes (Leman, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Zahid et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Taken together, these perspectives establish music as a pedagogical mechanism through which multiple developmental domains are simultaneously activated and coordinated.\u003c/p\u003e \u003cp\u003e Building on this foundation, the proposed framework specifies a directional relationship in which pedagogical approaches inform instructional strategies, which subsequently shape developmental outcomes through patterned engagement. This relationship is not linear but functionally interconnected, as the quality and structure of pedagogical design determine how musical experiences are enacted and how children participate within them. Empirical evidence indicates that structured musical engagement contributes to language development, executive functioning, and socio-emotional competence, particularly when embedded within intentional pedagogical contexts (Kraus \u0026amp; Chandrasekaran, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Salsabila Zahra Ayesha \u0026amp; Mashudi, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). However, variations in outcomes across studies suggest that these effects are contingent upon how pedagogy is operationalised rather than on music exposure alone. Accordingly, this framework advances a conceptual synthesis that connects pedagogy and developmental outcomes through instructional mediation, offering a more coherent basis for understanding music integration as a systematic component of early childhood curriculum rather than as a set of isolated practices.\u003c/p\u003e \u003cp\u003e \u003cb\u003eFigure 1\u003c/b\u003e. Conceptual framework of music integration in early childhood education\u003c/p\u003e \u003cp\u003eIn Fig.\u0026nbsp;1, music integration is conceptualised as an adaptive and process-oriented system in which pedagogical approaches and ongoing instructional adjustments structure children\u0026rsquo;s musical engagement. These processes foster rhythmic-embodied interaction, which mediates the relationship between musical activities and developmental outcomes across cognitive, language, socio-emotional, and motor domains.\u003c/p\u003e "},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003cdiv id=\"Sec4\" class=\"Section3\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThis study employed a systematic integrative review to synthesise empirical and conceptual evidence on music integration in early childhood education. The integrative design was selected to accommodate heterogeneous study types, including experimental and intervention-based studies, observational research, and conceptual analyses. To ensure transparency, reproducibility, and completeness of reporting, the review followed the PRISMA 2020 guidelines. The analytical phase used thematic analysis to identify cross-study patterns and construct higher-order themes (Snyder, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e\n\u003ch3\u003eSearch Strategy and Data Sources\u003c/h3\u003e\n\u003cp\u003eA systematic literature search was conducted across three major international databases, namely Scopus, Web of Science, and ERIC, to ensure comprehensive coverage of peer-reviewed and high-quality studies. The search was limited to publications from 2020 to 2025 in order to capture recent developments and contemporary perspectives on music integration in early childhood education. This temporal restriction was applied to ensure the relevance of findings to current pedagogical practices and evolving educational contexts.\u003c/p\u003e \u003cp\u003eThe search strategy employed Boolean operators to combine key concepts related to music, early childhood, and development. Core search strings included \u0026ldquo;music education\u0026rdquo; AND \u0026ldquo;early childhood\u0026rdquo;, \u0026ldquo;music integration\u0026rdquo; AND \u0026ldquo;preschool\u0026rdquo;, and \u0026ldquo;musical activities\u0026rdquo; AND \u0026ldquo;child development\u0026rdquo;. Additional combinations were used to capture specific developmental domains, including \u0026ldquo;music\u0026rdquo; AND \u0026ldquo;language development\u0026rdquo;, \u0026ldquo;music\u0026rdquo; AND \u0026ldquo;socio-emotional development\u0026rdquo;, and \u0026ldquo;music\u0026rdquo; AND \u0026ldquo;cognitive development\u0026rdquo;.\u003c/p\u003e \u003cp\u003eAll searches were limited to peer-reviewed journal articles written in English. To enhance coverage and reduce the risk of missing relevant studies, backward reference screening was conducted on selected articles. This combined strategy ensured both breadth and depth in identifying relevant literature within the defined timeframe\u003c/p\u003e\n\u003ch3\u003eEligibility Criteria\u003c/h3\u003e\n\u003cp\u003eStudies were included if they met the following criteria: (a) peer-reviewed journal articles; (b) focused on early childhood populations aged approximately 0\u0026ndash;8 years; (c) examined music-related learning within educational contexts; and (d) reported on pedagogical approaches, learning processes, or developmental outcomes. Studies were excluded if they: (a) addressed music performance without an educational context; (b) focused on populations outside early childhood; (c) lacked a clear link between pedagogy and development; or (d) provided insufficient methodological clarity.\u003c/p\u003e\n\u003ch3\u003eStudy Selection Process\u003c/h3\u003e\n\u003cp\u003eThe study selection followed the PRISMA 2020 framework, including identification, screening, eligibility, and inclusion stages (Page et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). A total of 132 records were identified from Scopus, Web of Science, and ERIC. After removing 28 duplicate records, 104 articles remained for screening. During title and abstract screening, 46 records were excluded due to irrelevance to early childhood, music pedagogy, or developmental outcomes. A total of 58 reports were sought for retrieval, all of which were successfully retrieved and assessed for eligibility. During full-text evaluation, 33 studies were excluded due to lack of early childhood focus (n\u0026thinsp;=\u0026thinsp;12), absence of a clear pedagogy\u0026ndash;development linkage (n\u0026thinsp;=\u0026thinsp;11), and insufficient methodological clarity (n\u0026thinsp;=\u0026thinsp;10). The final dataset comprised 25 studies included in the review.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eData Extraction\u003c/h2\u003e \u003cp\u003eA structured data extraction procedure was applied to ensure consistency across studies. Extracted information included author and year, research design, participant characteristics, educational context, pedagogical approaches, types of musical activities, and reported developmental outcomes. In addition, each study was examined to identify how music was positioned within the learning process, whether as instructional content, pedagogical strategy, or interactive and embodied activity. This enabled systematic comparison across studies and supported the identification of patterns linking pedagogy to developmental outcomes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eData were analysed using thematic analysis following (Braun \u0026amp; Clarke (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) familiarisation with the data, initial coding, searching for themes, reviewing themes, defining and naming themes, and producing the report. Coding focused on three analytical dimensions: pedagogical approaches, musical learning processes, and developmental outcomes. Through iterative comparison, codes were grouped into higher-order categories, resulting in four themes: selective developmental outcomes, socio-emotional engagement, pedagogical mediation, and structural constraints. These themes formed the basis of the Results and informed the interpretive synthesis in the Discussion.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eRigor and Trustworthiness\u003c/h3\u003e\n\u003cp\u003eRigor in this study was established through the application of systematic and transparent procedures across all stages of the review process. The study selection was conducted using clearly defined inclusion and exclusion criteria, which were applied consistently during both the screening and eligibility phases to ensure conceptual alignment and reduce selection bias. The multi-stage selection procedure further enhanced transparency by providing a structured pathway from initial identification to final inclusion. Analytical rigor was strengthened through the use of a structured data extraction process and a clearly defined thematic analysis procedure. Coding and theme development were conducted iteratively, allowing patterns to be identified, compared, and refined across studies. This process ensured that the resulting themes were grounded in the data rather than imposed a priori, supporting the credibility of the findings. In addition, an audit trail was maintained throughout the review, documenting key decisions related to search strategy, study selection, and data analysis. This documentation enables the traceability of analytical steps and supports the dependability of the study. Together, these procedures ensure that the synthesis is methodologically robust, transparent, and grounded in a systematic analytical process.\u003c/p\u003e "},{"header":"Result or Findings","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003cdiv id=\"Sec12\" class=\"Section3\"\u003e \u003ch2\u003eSelective and Conditional Developmental Contributions of Music\u003c/h2\u003e \u003cp\u003eThe analysis indicates that the role of music integration in early childhood development is differentiated rather than universally distributed across developmental domains. The most consistent improvements are identified in language-related abilities, particularly those associated with phonological awareness and early comprehension processes. Empirical findings suggest that structured musical engagement, especially activities involving singing and rhythmic coordination, strengthens children\u0026rsquo;s sensitivity to sound patterns and linguistic structures (Kostilainen et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Furthermore, intervention studies involving children with developmental challenges demonstrate that music-based learning environments can support both language comprehension and self-regulatory behaviour, highlighting the potential of music as a facilitative tool under specific developmental conditions (Lee \u0026amp; Ho, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). These results suggest that music contributes to development through mechanisms closely linked to auditory and temporal processing.\u003c/p\u003e \u003cp\u003eNevertheless, the generalization of these effects to broader cognitive domains remains limited. Evidence from large-scale and meta-analytical studies indicates that improvements in general intelligence or overall cognitive performance are not consistently observed, even with prolonged exposure to musical activities (Mugaya, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Sala \u0026amp; Gobet, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Additional theoretical perspectives reinforce this interpretation by suggesting that the developmental influence of music is mediated through specialized processes, particularly those related to temporal structuring and auditory perception, rather than through broad cognitive transfer (Schellenberg \u0026amp; Lima, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). These findings highlight the importance of considering the specific pathways through which music operates, rather than assuming generalized cognitive benefits.\u003c/p\u003e \u003cp\u003eWhen considered collectively, these patterns suggest that the effectiveness of music integration is contingent upon the interaction between developmental readiness and pedagogical structuring. Musical activities that are appropriately aligned with children\u0026rsquo;s developmental stages appear to yield more substantial outcomes, particularly during early phases of learning where sensory and temporal processing are foundational. This indicates that music functions as a contextually situated process, where its impact depends on the coherence between instructional design and learner characteristics. As such, music should be understood as a targeted developmental resource rather than a universally applicable intervention.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eMusic as a Structuring Medium for Socio-Emotional Engagement\u003c/h2\u003e \u003cp\u003eThe reviewed studies consistently position music as an organizing medium that supports socio-emotional engagement and relational interaction in early childhood contexts. Observational findings indicate that children exposed to music-enriched environments demonstrate higher levels of attentional focus, positive emotional expression, and social responsiveness, suggesting that music structures interaction through coordinated timing and shared participation(Mendeš \u0026amp; Dobrota, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Ruokonen et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). These patterns underscore the role of rhythm and synchrony in shaping engagement, indicating that music contributes to both individual regulation and collective interaction.\u003c/p\u003e \u003cp\u003eFurther evidence highlights the contribution of music to emotional regulation and social responsiveness, particularly within collaborative and participatory learning environments. Music-based activities provide a structured context in which children can express emotions, interpret social cues, and engage in coordinated interaction, thereby supporting the development of social competencies (Blasco-Magraner et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). In addition, the repetitive and predictable nature of musical experiences appears to facilitate behavioral stability, enabling children to maintain attention and sustain engagement over time (V\u0026aacute;radi, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). These findings emphasize the regulatory and relational dimensions of musical interaction.\u003c/p\u003e \u003cp\u003eMore broadly, the convergence of rhythm, repetition, and shared participation suggests that music operates as a relational framework within early learning environments. Rather than functioning as a peripheral activity, music organizes interaction itself, creating conditions that support emotional atonements and social coordination. This perspective indicates that socio-emotional development is not merely an outcome associated with music, but a central mechanism through which music exerts its pedagogical influence. Consequently, the value of music lies in its capacity to structure interaction, rather than simply deliver content.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003ePedagogical Mediation and Embodied Musical Learning\u003c/h2\u003e \u003cp\u003eThe findings consistently emphasize that the effectiveness of music integration is closely tied to pedagogical mediation. Research on exploratory and embodied learning environments demonstrates that children\u0026rsquo;s engagement with music is shaped through active participation, movement, and interaction with materials. Within such contexts, learning emerges through sensorimotor processes, where perception and action are integrated in a continuous manner (Pe\u0026ntilde;alba et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This highlights the importance of embodiment as a fundamental dimension of musical learning in early childhood.\u003c/p\u003e \u003cp\u003eThis perspective is further supported by studies examining multisensory and technology-supported learning environments, which indicate that digital tools can extend musical engagement when integrated within developmentally appropriate pedagogical frameworks (Hodijah \u0026amp; Kurniawati, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Lee \u0026amp; Liu, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Rather than substituting traditional forms of interaction, these approaches enhance opportunities for exploration, coordination, and creative expression. Additional evidence suggests that differences in instructional design significantly influence learning outcomes, with interactive and participatory approaches producing deeper engagement compared to passive forms of exposure (Arasomwan \u0026amp; Daries, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ginman et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTaken together, these findings suggest that pedagogy is not merely a contextual factor, but a determining mechanism in music integration. The developmental value of music is shaped by how it is enacted through interaction, participation, and movement, rather than by its presence alone. This implies that music should be conceptualized as a pedagogical process, where learning emerges through embodied engagement. Consequently, effective music integration depends on the extent to which instructional practices align with principles of interaction, exploration, and experiential learning.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eStructural and Professional Constraints in Implementation\u003c/h2\u003e \u003cp\u003eDespite the recognized benefits of music integration, its implementation remains constrained by structural and professional challenges within early childhood education systems. A recurring concern across the literature is the limited preparation of educators in music pedagogy, which affects both the quality and consistency of classroom practice. Evidence indicates that insufficient training and low levels of confidence among teachers often result in fragmented or superficial implementation of musical activities(Bautista et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Choi \u0026amp; Lee, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). This underscores the importance of teacher competence as a key determinant of effective practice.\u003c/p\u003e \u003cp\u003eFurther analysis reveals that although music is increasingly incorporated into early childhood curricula, its enactment in practice remains uneven and highly dependent on contextual conditions (Boucher et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; L\u0026oacute;pez-Melgarejo et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The gap between curricular intentions and classroom realities reflects a broader misalignment between policy and practice. At the same time, emerging perspectives emphasize the importance of recognizing children as active participants in musical learning, advocating for more participatory and learner-centered approaches (Madalozzo et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eCollectively, these findings indicate that the limitations of music integration are not primarily conceptual, but structural in nature. The discrepancy between theoretical potential and practical implementation suggests that systemic factors, including teacher preparation, institutional support, and curricular coherence, play a decisive role in shaping outcomes. This implies that advancing music integration requires coordinated efforts at both pedagogical and systemic levels, ensuring that theoretical insights are effectively translated into practice.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe present synthesis necessitates a re-examination of how music integration is conceptualized within early childhood education, shifting away from generalized assumptions toward a more differentiated and contextually grounded perspective. Although music is frequently portrayed as a broadly beneficial educational medium, the findings indicate that its effects are selective and shaped by both pedagogical design and developmental conditions. This suggests that music should not be regarded as an inherently transformative intervention, but rather as a pedagogical resource whose effectiveness depends on its alignment with specific learning processes and contextual dynamics (Rodrigues et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). In this regard, the value of music lies not in its universal applicability, but in its capacity to engage particular developmental mechanisms under appropriate conditions.\u003c/p\u003e \u003cp\u003eThe prominence of socio-emotional outcomes further reinforces the relational character of music as a pedagogical medium. Rather than operating solely as instructional content, music structures interaction through synchrony, rhythm, and shared participation, thereby facilitating emotional engagement and social coordination. This perspective is consistent with views that conceptualize early childhood learning as fundamentally interactive, where developmental outcomes emerge through participation and relational processes (Theerapan, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). From this standpoint, music does not simply support development; it organizes the conditions under which interaction and engagement occur, positioning it as a medium through which relational learning is enacted.\u003c/p\u003e \u003cp\u003eAt the same time, the findings underscore the central role of pedagogical mediation in determining the effectiveness of music integration. Evidence consistently demonstrates that outcomes are contingent upon how musical experiences are designed, enacted, and situated within learning environments. Approaches that emphasize embodied interaction, exploration, and active participation tend to produce more meaningful and sustained outcomes, suggesting that music must be understood within a broader pedagogical system rather than as an isolated instructional element (Vidulin \u0026amp; Kazić, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Zhou, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This implies that the impact of music is not inherent to the activity itself, but emerges through the quality of pedagogical structuring and interactional design.\u003c/p\u003e \u003cp\u003eA further implication concerns the significance of professional competence in shaping instructional quality. The persistence of gaps in teacher preparation indicates that the potential of music integration cannot be fully realized without sustained investment in professional development. Effective implementation requires more than curricular inclusion; it depends on the presence of pedagogical expertise capable of translating theoretical principles into practice. This highlights the importance of alignment between educational policy, teacher training, and classroom enactment, as inconsistencies across these domains can limit the effectiveness of music-based learning (Savage et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Consequently, teacher competence should be viewed as a foundational condition for successful integration.\u003c/p\u003e \u003cp\u003eIn addition, emerging developments in technology and interdisciplinary learning point toward new directions in the field of music education. The integration of digital tools and cross-domain approaches offers opportunities to enhance engagement and support diverse learning needs. However, these innovations must be approached critically, as their effectiveness depends on preserving the embodied and interactive qualities that characterize meaningful musical learning. This underscores the need to balance technological advancement with pedagogical integrity, ensuring that innovation complements rather than replaces core learning processes (Xie et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Without such balance, the potential benefits of technology may not be fully realized.\u003c/p\u003e \u003cp\u003eFinally, this study contributes to the field by reframing music integration as a structured and context-dependent process rather than a universally applicable solution. By emphasizing the interplay between pedagogy, interaction, and developmental conditions, this perspective offers a more coherent and analytically grounded understanding of how music functions within early childhood education. This reconceptualization not only clarifies the mechanisms through which music contributes to development, but also provides a foundation for future research and practice that is more responsive to the complexities of early learning environments.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study demonstrates that music integration in early childhood curriculum is best understood not as a generalized developmental intervention, but as a pedagogically mediated and context-dependent process in which its effectiveness is shaped by the alignment between instructional design, child engagement, and developmental readiness. In response to the first research question, music is conceptualized pedagogically as an interactive and embodied learning medium that operates through structured activities such as rhythm, movement, and shared participation rather than as isolated content. Addressing the second question, the findings indicate that developmental outcomes are differentiated, with the most consistent effects observed in language and socio-emotional domains, while broader cognitive gains remain limited and conditional. In relation to the third question, the relationship between pedagogy and developmental outcomes is characterized as a mediated system in which instructional strategies shape engagement processes that, in turn, influence developmental trajectories. Based on these insights, this study recommends that music integration be implemented through pedagogically intentional and developmentally responsive approaches, supported by systematic teacher training and aligned curriculum design. Future research should further examine the interaction between pedagogical structures, learner variability, and emerging technological contexts to refine the theoretical and practical understanding of music integration in early childhood education.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eCompeting interests:\u003c/h2\u003e \u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eEthics approval and consent to participate:\u003c/h2\u003e \u003cp\u003eEthical approval and informed consent were not required as this study did not involve human participants.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding:\u003c/h2\u003e \u003cp\u003eThis research received no external funding. The authors declare that no funding body had any role in the design of the study, data collection, analysis, interpretation of data, or writing of the manuscript.\u003c/p\u003e\u003ch2\u003eAuthors\u0026rsquo; contributions:\u003c/h2\u003e \u003cp\u003ePS: Conceptualization, Writing \u0026ndash; Original Draft; AM: Conceptualization, Visualization; DL: Methodology, Writing \u0026ndash; Review \u0026amp; Editing.\u003c/p\u003e\u003ch2\u003eAcknowledgements:\u003c/h2\u003e \u003cp\u003eNot applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eArasomwan AD, Daries G (2024) Rural Early Childhood Educators\u0026rsquo; Perception of Music-Based Pedagogy in Teaching Communication Skills to Children. 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Trans Social Sci Educ Humanit Res 11:561\u0026ndash;566. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.62051/jgdc2t55\u003c/span\u003e\u003cspan address=\"10.62051/jgdc2t55\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Early childhood education, Music integration, Pedagogical approaches, Socio-emotional development","lastPublishedDoi":"10.21203/rs.3.rs-9588008/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9588008/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eMusic integration is widely acknowledged in early childhood education, yet its developmental contributions remain inconsistently interpreted across pedagogical contexts. This study synthesises recent empirical and conceptual research through a systematic integrative review guided by the PRISMA 2020 framework. A total of twenty-five peer-reviewed studies published between 2020 and 2025 were analysed using thematic analysis to identify recurring patterns and conceptual relationships. The findings reveal four interrelated themes, namely selective developmental outcomes, socio emotional engagement, pedagogical mediation, and structural constraints. Music integration is shown to function as a context-sensitive and pedagogically mediated process rather than a uniformly effective intervention. Its strongest contributions are evident in language and socio-emotional domains, while broader cognitive effects remain conditional and dependent on instructional alignment. Rhythmic embodied interaction emerges as a central mechanism linking musical engagement with developmental outcomes. This study advances a conceptual framework that repositions music as an interactional and pedagogical process, and recommends developmentally responsive instructional design alongside strengthened teacher competence.\u003c/p\u003e","manuscriptTitle":"Music Integration in Early Childhood Curriculum: Pedagogy and Developmental Outcomes","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-05-04 17:19:48","doi":"10.21203/rs.3.rs-9588008/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e598cee8-c00c-4d99-bddc-0ccb47e55909","owner":[],"postedDate":"May 4th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":67383747,"name":"Music"}],"tags":[],"updatedAt":"2026-05-04T17:19:49+00:00","versionOfRecord":[],"versionCreatedAt":"2026-05-04 17:19:48","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9588008","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9588008","identity":"rs-9588008","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}