Ensemble music-making method as a tool for developing emotional intelligence and socialization of children with adaptation and speech disorders

Abstract

The relevance of the study is determined by the need to find innovative tools for corrective and developmental work with children who experience adaptation and speech disorders. In the context of modern inclusive education, there is an urgent demand for methods that simultaneously promote emotional development, foster communication skills, and ensure harmonious socialization. Ensemble music-making as a form of collective musical activity has proven its effectiveness by integrating cognitive, emotional, and social components, making it a universal tool of both pedagogical and therapeutic practice. The purpose of the article is to clarify the potential of ensemble music-making as an instrument for developing emotional intelligence and as a means of social integration of children with adaptation difficulties and speech impairments. The methodology of the study was based on an interdisciplinary approach that combined psychological-pedagogical, music therapy, and corrective analysis. Theoretical generalization, comparative analysis of modern inclusive education practices, and systematization of empirical data on the influence of ensemble music-making on children’s cognitive and emotional development were applied. The results of the study showed that ensemble music-making stimulates emotional expression, develops cooperation skills, enhances empathy, promotes communicative activity, and compensates for speech barriers. It was revealed that systematic sessions positively influence concentration, memory, and cognitive activity, while also reducing the level of social isolation. Сonclusions. Еnsemble music-making is an effective tool for the formation of emotional intelligence and social competencies; however, its broad implementation is complicated by staff shortages, methodological fragmentation, and limited material resources. The prospects for further research lie in a deeper exploration of the neuropsychological mechanisms of the influence of musical interaction, the development of standardized programs for different categories of children with special educational needs, and the integration of ensemble music-making with digital educational technologies to enhance its effectiveness.