Educators’ Views on the Impact of Traditional Music on the Socio-Emotional Competencies of Preschool-Aged Children

Abstract

This study aims to present educators’ views on the importance of incorporating traditional music during activities with preschool-aged children to develop their socio-emotional competencies. The sample consisted of 88 educators from preschool institutions in the Republic of Serbia. The results showed that most educators frequently use traditional music in their work. Its significance for the development of emotional intelligence, social skills, and cultural awareness in children was particularly emphasized. The analysis showed that educators who regularly incorporate traditional music content report higher levels of socio-emotional competencies in children, highlighting the importance of this practice. Although the educators’ age, work experience, and place of residence did not have a statistically significant impact, regional differences were observed. Educators in different parts of Serbia assessed socio-emotional competencies in a specific way, reflecting the cultural and pedagogical particularities of those regions. The conclusions confirm the importance of integrating traditional music into preschool curricula as a way to develop socio-emotional competencies and children’s cultural identity. The research contributes to the understanding of the role of cultural heritage in the contemporary educational context, providing recommendations for further improvement of pedagogical practices