Started September 24, 2012
Early childhood and arts education research

Arts enrichment and preschool emotions for low-income children at risk

Brown and Sax (2012) examined the impact of arts-integrated preschool programming on the emotional functioning of low-income children at risk for school problems. The significant findings were that children showed greater observed positive emotions such as interest, happiness, and pride, in music, dance, and visual arts classes, as compared to traditional early learning classes. Children also showed greater growth in teacher-rated levels of positive and negative emotion regulation. The implication is that arts enrichment may promote social–emotional readiness to learn for low-income children at risk for school problems. In Early Childhood Research Quarterly, access at http://dx.doi.org/10.1016/j.ecresq.2012.08.002.