Music Intervention Enhancing Language Development in Children Aged 0 to 6 in Educational Settings: A Systematic Review

Aim: The relationship between music and language is well established in developmen-tal psychology and educational research. Nevertheless, important questions re-main, particularly concerning children aged 0-6 years, the educational setting, and the extent to which music training supports the early development of lin-guistic abilities. Background: This systematic review addressed these issues by examining studies on typically developing children within the 0-6 age range in educational services. Methodology: The methodology comprised a search strategy across five databases, a screening process, data extraction, quality appraisal, assessment of risk of bias, and narra-tive synthesis of the results. The eligibility criteria for the review included stud-ies involving typically developing 0-6-year-olds that implemented music training conducted in nursery and kindergarten settings, did not include comparisons with older age groups, and reported outcomes related to language. Only evi-dence-based studies published in English were selected. Contribution: This systematic review contributes to the body of knowledge on music-based interventions for the development of linguistic skills in educational services. Findings: Thirteen studies were included in the final review, involving participant samples ranging from 25 to 201 individuals. The selected studies included journal articles and master’s and doctoral theses from various countries. Most of the studies re-ported that music training positively influenced the development of language in preschoolers in educational services. Recommendations for Practitioners: Given the results, educational professionals should consider this systematic re-view when designing music-based interventions to enhance the growth and well-being of children and their communities within an integrated 0-6-year per-spective. Recommendations for Researchers: However, some limitations emerged. Researchers need to implement music-based interventions for the 0-3 age group and focus on specific language as-pects, such as their use. Impact on Society: Despite the limitations, this systematic review has an impact on the growth and well-being of children and communities, informing the design of educational programs. Future Research: Finally, this systematic review focused on a typical 0-6 age population. Future research should focus on children with atypical developmental trajectories to provide a clearer overview of existing evidence on music-based interventions in educational services.