PEDAGOGICAL-PSYCHOLOGICAL FEATURES OF THE CONTENT OF THE FEELING OF TOLERANCE OF PRIMARY SCHOOL STUDENTS IN MUSIC LITERACY LESSONS.
Keywords:
Tolerance, music literacy, primary school, emotional intelligence, multicultural education, psychological development, empathy, inclusive education, pedagogical strategies, child development.Abstract
This article explores the pedagogical and psychological
foundations for developing the feeling of tolerance in primary school students during
music literacy lessons. It emphasizes how music, as a universal language, can serve as
an effective medium to cultivate tolerance, respect, and emotional intelligence among
children. The article examines the content, teaching strategies, and classroom
environment that promote inclusivity and cultural understanding. Based on the analysis
of literature and practical observations, the study provides a model of implementing
tolerance-building practices in music education and discusses its significance in early
childhood social development.
References
1. Ainley, M. & Patrick, L. (2006). Measuring self-regulated learning processes
through tracking patterns of student interaction with achievement activities.
Educational Psychology Review, 18(3), 267–286.
2. Angel-Alvarado, R., Belletich, O. & Wilhelmi, M.R. (2020). Exploring motivation
in music teachers: The case of three primary schools in Spain. British Journal of
Music Education, 37(3), 196–206
3. Angel-Alvarado, R., Belletich, O. & Wilhelmi, M.R. (2021). Isolation at the
workplace: The case of music teachers in the Spanish primary education system.
Music Education Research, 23(3), 300–310.
4. Bautista, A., Yeung, J., Mclaren, M.L. & Ilari, B. (2022). Music in early childhood
teacher education: Raising awareness of a worrisome reality and proposing
strategies to move forward. Arts Education Policy Review, 1–11.
5. Charisi, V., Liem, C.C. & Gomez, E. (2018). Novelty-based cognitive processes
in unstructured music-making settings in early childhood. In 2018 Joint IEEE 8th
International Conference on Development and Learning and Epigenetic Robotics
(ICDLEpiRob) (pp. 218–223). IEEE.
6. Davis, S. (2013). Informal learning processes in an elementary music classroom.
Bulletin of the Council for Research in Music Education, (198), 23–50
7. Elliot, D.J. (Ed.). (2009). Praxial Music Education: Reflections and dialogues.
Oxford University Press.
