The Effect of an Orff-based Curriculum on Social Emotional Competence of Migrant Children in Shanghai

Abstract

The quasi-experimental design included students in two kindergarten classes, where one class of 28 students was randomly assigned to receive the treatment while the other class of 28 served as the control group. The intervention was a 16-session Orff music curriculum over a period of eight weeks, aimed at improving children’s social emotional competence. The results indicated that, after participating in the Orff-based musical program, children in the treatment group were rated significantly higher in responsibility, social competence and self regulation as compared to children in the control group beyond that accounted for by the pretest scores and gender. No statistically significant improvements in children’s empathy was found after participation in this program.