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The Effect of Music Training on Elementary School Student's Pro-social Behavior under the Perspective of Embodied Cognition

Author(s)

Bixia Xu*

Affiliation(s)

Department of music, Belarusian State Pedagogical University University, Minsk, Belarus *Corresponding author.

Abstract

In the current society, children's socio-emotional development has received increasing attention, especially in the context of globalization and informationization, how to promote pro-social behaviors of primary school students has become an important issue in the field of education. The purpose of this study is to investigate the effects of Dalcroze somatic rhythmic music training on elementary school students' pro-social behaviors based on the embodied cognition perspective. This paper investigates the effects of music training on children's social and emotional development based on embodied cognition theory. The results show that the experimental group is significantly better than the control group in cooperation, sharing and helping in pro-social behaviors, and that music training under the perspective of embodied cognition can effectively promote the pro-social tendencies of elementary school students, especially through the combination of body and music to enhance emotional interaction and social cooperation.

Keywords

Embodied Cognition; Music Training; Pro-Social Behavior.

References

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