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Using Musical Instrument Toys to Boost Social-Emotional Learning (SEL) in Kindergarten

Musical instrument toys are powerful tools for promoting social-emotional learning (SEL) in kindergarten, supporting emotional expression, cooperation, self-regulation, and confidence.


Using Musical Instrument Toys to Boost Social-Emotional Learning (SEL) in Kindergarten

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How do musical instrument toys boost Social-Emotional Learning (SEL) in Kindergarten?


From drums and xylophones to maracas and tambourines, these toys offer more than just music—they create opportunities for emotional growth and social skills development.


Encouraging Emotional Expression


Musical activities provide children with non-verbal outlets for expressing emotions. Playing instruments like drums or xylophones helps children externalize feelings such as excitement, frustration, or calmness, supporting emotional recognition and healthy expression. Music increases dopamine, aiding stress reduction and emotional well-being. Performing music also helps children manage stage fright and process both success and failure, contributing to emotional resilience [4, 10, 13].


Promoting Cooperation and Teamwork


Group music-making—such as call-and-response games or ensemble play—teaches children to listen, take turns, and collaborate. These experiences foster empathy, trust, and respect, as children learn to recognize each other's achievements and forgive mistakes. Joint musical activities build a sense of community and belonging, essential for developing positive social relationships [5, 6, 10, 12, 13].


Enhancing Self-Regulation


Playing musical instruments requires patience, timing, and impulse control. Structured music and movement programs have been shown to improve self-regulation and executive function, especially in children from disadvantaged backgrounds. Activities like waiting for a turn or following rhythm patterns help children practice focus and behavioral control, skills that are foundational for classroom success and lifelong learning [3, 4, 15].


Building Confidence and Identity


Musical play offers opportunities for individual achievement and self-expression. Performing songs or choosing instruments boosts self-esteem and autonomy. Success in music can transfer to other domains, enhancing overall confidence and willingness to participate in group activities [2, 4, 10, 13].


Additional Insights and Practical Tips


  • Teacher and Parent Involvement: Active participation by adults amplifies the social and emotional benefits of music activities [10, 13].

  • Inclusive and Adaptive Approaches: Music technology and varied instruments can engage children of all abilities, supporting inclusive classrooms [5].

  • Creativity and Improvisation: Encouraging improvisation and creative play with instruments nurtures imagination and flexible thinking [2, 4].

  • Routine Integration: Embedding music in daily routines (greetings, transitions) enhances classroom climate and emotional regulation [10, 11].


Recommended Musical Instrument Toys


  • For teacher or group use, supports singing, turn-taking, and cultural diversity[1].


  • Offer unique textures and sounds, stimulate curiosity and creativity [7].


  • Perfect for cooperative play, turn-taking, and group performances [10, 13].


  • promoting sensory engagement and cooperative play, similar to shakers or rainstick-type toys that help children develop self-regulation and group interaction skills.


Maracas & Castanets

  • Useful for rhythm games, movement, and sensory engagement [9].


  • Help children release energy, practice self-regulation, and explore rhythm [13, 14].


Tambourines & Shakers

  • Ideal for call-and-response games, group rhythm, and movement activities[9, 13]


Xylophones/Glockenspiels

  • Encourage melodic exploration, emotional expression, and listening skills[8, 13].


Musical Instruments Toys Set


Key SEL Benefits of Musical Instrument Toys in Kindergarten

SEL Domain

Example Activities

Outcomes

Emotional Expression

Drumming, xylophone melodies

Stress relief, emotion recognition

Cooperation/Teamwork

Group band, call-and-response games

Empathy, trust, social bonds

Self-Regulation

Rhythm games, turn-taking with instruments

Improved focus, impulse control, executive function

Confidence/Identity

Performances, instrument choice

Self-esteem, autonomy, positive self-image

Table 1 .Summary of SEL domains, activities, and outcomes supported by musical instrument play.


Integrating musical instrument toys into kindergarten routines is strongly supported by research as a means to enhance SEL. These activities nurture emotional expression, social skills, self-regulation, and confidence, laying a foundation for lifelong social-emotional competence.


References

  1. Acker, A. (2020). “Can We Have More Hand-Drums?” Preschool Children's Musical Play in a Program Exploring Diverse Languages. Beijing International Review of Education, 2, 258 - 275. https://doi.org/10.1163/25902539-00202008.

  2. Andrioti, E. (2024). Playing by ear and the development of music skills at pre-school age. International Journal of Music Education. https://doi.org/10.1177/02557614241244794.

  3. Brown, E., Blumenthal, M., & Allen, A. (2022). The sound of self-regulation: Music program relates to an advantage for children at risk. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2022.01.002.

  4. Kosokabe, T., Mizusaki, M., Nagaoka, W., Honda, M., Suzuki, N., & Moriguchi, Y. (2025). Self-directed music play to improve executive function in young children using NIRS. Scientific Reports, 15. https://doi.org/10.1038/s41598-025-10984-1.

  5. Lee, L., & Chang, H. (2021). Music Technology as a Means for Fostering Young Children’s Social Interactions in an Inclusive Class. Applied System Innovation. https://doi.org/10.3390/asi4040093.

  6. Nome, D. (2020). Social life among toddlers in kindergarten as communicative musicality. Psychology of Music, 48, 598 - 608. https://doi.org/10.1177/0305735618816159.

  7. Peñalba, A., Martínez-Álvarez, L., & Schiavio, A. (2020). The Active Musical Room: Fostering Sensorimotor Discoveries and Musical Creativity in Toddlers. Journal of Research in Music Education, 69, 128 - 151. https://doi.org/10.1177/0022429420953062.

  8. Román-Caballero, R., Vadillo, M., Trainor, L., & Lupiáñez, J. (2022). Please don't stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence. Educational Research Review. https://doi.org/10.1016/j.edurev.2022.100436.

  9. Rufino, B., Khan, A., Dutta, T., & Biddiss, E. (2024). Musical instrument classifier for early childhood percussion instruments. PLOS ONE, 19. https://doi.org/10.1371/journal.pone.0299888.

  10. Ruokonen, I., Tervaniemi, M., & Reunamo, J. (2021). The significance of music in early childhood education and care of toddlers in Finland: an extensive observational study. Music Education Research, 23, 634 - 646. https://doi.org/10.1080/14613808.2021.1965564.

  11. Savage, S., Bentley, L., Williams, K., Nielson, C., & Eager, R. (2024). Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01737-2.

  12. Tanja, L., Adriana, S., & Mari, T. (2021). Perspectives on the Potential Benefits of Children’s Group-based Music Education. Music & Science, 4. https://doi.org/10.1177/20592043211033578.

  13. Váradi, J. (2022). A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning. SAGE Open, 12. https://doi.org/10.1177/21582440211068501.

  14. Villanueva, J., Ilari, B., & Habibi, A. (2024). Long-term music instruction is partially associated with the development of socioemotional skills. PLOS ONE, 19. https://doi.org/10.1371/journal.pone.0307373.

  15. Williams, K., Savage, S., & Eager, R. (2020). Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol. BMJ Open, 10. https://doi.org/10.1136/bmjopen-2019-036392.

  16. Zachariou, A., Bonneville-Roussy, A., Hargreaves, D., & Neokleous, R. (2023). Exploring the effects of a musical play intervention on young children’s self-regulation and metacognition. Metacognition and Learning, 18, 983-1012. https://doi.org/10.1007/s11409-023-09342-1.


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