Mechanisms and pathways of the Dalcroze music pedagogy in improving emotion regulation in depressed children

Qiuran  Hu

doi:10.54691/kpn05t04

Authors

Qiuran Hu

DOI:

https://doi.org/10.54691/kpn05t04

Keywords:

Dalcroze Eurhythmics, emotional regulation, childhood depression, music pedagogy, music therapy.

Abstract

The article explores how the Dalcroze method of music teaching improves depressive symptoms by boosting children's emotional control. The method integrates rhythmic movement, improvisation, and solfege exercises in developing mind-body coordination, emotional expression, and social interaction. Using analysis from literature, the research demonstrates how classroom practices, music literacy assessment system and family involvement result in the continuity of emotional growth. The results underscore the clinical potential of the Dalcroze approach and suggest the potential of the approach as a generalist intervention across education and psychology.

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