Effect of Singing on the Psychological Development of Preschool Children Aged 4 – 5 Years

Abstract

Singing, as an art form, has a profound impact on the psychological development of children aged 4-5 years old. By analyzing the practical application of singing teaching in early childhood education, we find that singing teaching can not only significantly enhance children’s confidence, allowing children aged 4-5 to find themselves in the world of music, but also greatly stimulate children’s interest in learning, make preschool children explore the unknown in the cheerful melody and enjoy the fun of learning. In addition, singing teaching also plays an important role in improving children’s language expression ability, creativity and understanding ability. In the process of singing, imitating and creating lyrics, children not only exercise their language organization ability, but also stimulate their infinite imagination and creativity, and deepen their understanding and perception of the content of the song. More importantly, singing teaching also promotes children’s physical coordination ability and emotional development. Dancing to the rhythm of the music, children enjoy the music, but also exercise the body coordination. The emotional expression in the song makes children learn to perceive and express emotions, and enhances the empathy and social skills of children aged 4-5. However, there are still some problems in children’s singing teaching, such as a single teaching method and the neglect of individual differences. In view of these problems, put forward suggestions for improvement, such as the use of diversified teaching methods, pay attention to Children’s personalized development, as well as strengthen home cooperation, together to create a richer and more diversified music learning environment for children. Through these efforts, it is expected that singing teaching can play a more active role in children’s psychological development.