Structured Joint Music–Movement Activities in Early Childhood Education: Associations With Teacher-Perceived Prosocial Behavior and Situational Peer Cooperation
This quasi-experimental study of 77 Slovak preschoolers found that while an 8-week program of structured joint music–movement activities did not significantly increase overall teacher-perceived prosocial behavior, it led to a significant improvement in prosocial behavior and cooperative task success specifically among girls, with no comparable gains observed for boys.