The Role of Performance Arts in Acquiring Language Skills and Developing Social-emotional Learning in Young Learners
Yunman Li *
Monash University, Australia.
*Author to whom correspondence should be addressed.
Abstract
Background: Performance arts in early childhood education can help children learn languages and develop social-emotional skills. However, we need better understanding of how these arts-based methods work in practice.
Aim: This review examines how performance arts support children's language learning and social-emotional development by analysing existing research and classroom experiences.
Methodology: We reviewed recent studies (2021-2025) including research articles, case studies, and classroom observations. This study used theories of Social Development Theory by Vygotsky and CASEL framework to understand how performance arts work.
Results: Performance arts create effective learning environments through real social interaction and hands-on activities. Studies show clear improvements in student confidence, grades, communications, and cultural awareness. Music helps language processing, while visual arts strengthen vocabulary learning. Drama and storytelling reduce speaking anxiety and build empathy. However, challenges include limited funding, inadequate teacher training, and system barriers.
Conclusions: Performance arts are essential, not optional, for language education. They support complete child development by combining language and social-emotional learning. Success requires better teacher training, adequate resources, and educational system changes to ensure all students benefit from these effective teaching methods.
Keywords: Performance arts, language acquisition, social-emotional learning, early childhood education, constructivist pedagogy, CASEL framework