The Arts as a Venue for Developmental Science: Realizing a Latent Opportunity

Abstract

Children in all cultures readily engage in artistic activities, yet the arts (dance, drama, drawing, and music) have traditionally been marginal topics in the discipline of developmental science. We argue that developmental psychologists cannot afford to ignore such naturalistic activities that involve so many basic phenomena-attention, engagement, motivation, emotion regulation, understanding of others, and so on. Despite historical issues with research methodologies and overdrawn conclusions, a current wave of methodologically rigorous studies shows the depth of arts learning, as well as how arts engagement can be harnessed for transfer to other skills. Here, we present 21 exemplary research case studies, covering an age range of 18 months to 17 years old and discuss how the arts are no more difficult to study than other real-world developmental phenomena and deserve a thorough examination.

Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

“…Over recent years, teachers and specialists in fields of Special Education and Adapted Physical Education have attempted to design individualized programmes to improve the personalities of students with ASD (self-image, emotion, interaction) and to develop their social skills. Based on contemporary literature, educational programmes are usually supervised by a multidisciplinary team involving teachers, school psychologists, and special pedagogues (Goldstein, Lerner, & Winner, 2017). According to Wooland (1993) schools today try to include theatrical play as a learning medium in specialist settings.…”

Selection into, and academic benefits from, middle school dance elective courses among urban youth.

“…For example, Schellenberg (2004) tested for effects of music lessons on children's development and reported that the drama-lesson comparison group showed pre-to-post increases in prosocial behavior not observed among the music groups. Theater activities can also help build children's social and emotional competencies via enhanced theory of mind, emotional perspective taking, and adaptive emotion regulation strategies (Goldstein & Lerner, 2017;Goldstein, Tamir, & Winner, 2013;Goldstein & Winner, 2012). Associations between in-or-out-ofschool artistic involvement and academic performance and student well-being have also been noted among adolescents, especially among those in poverty (Catterall et al, 2012;Elpus, 2013a).…”

“Oh, the Places You'll Go” by Bringing Developmental Science Into the World!

“…Goldstein et al. () argue that in both formal and informal settings, the arts can have a profound impact on children's development. In fact, they conclude that, “Any activity as universal and engaging as the arts is likely to have important cognitive and social and emotional functions.…”

“…How can we help schools improve their practices (Reynolds, Hayakawa, Ou, Mondi, Englund, Candee & Smerillo, ; Farrran, Meador, Christopher, Nesbitt, & Bilbrey, ) and find ways to encourage nonrelated adults to champion children's development (Dubois & Keller, )? Why is there little research on the impact of the arts on children (Goldstein, Lerner, & Winner, ) given its pervasiveness and the pleasure it affords? Finally, why are there so few studies on how families engage in interaction (Callanan, Castenda, Luce, & Martin, ; Grob, Schlesinger, Golinkoff, Hirsh‐Pasek, & Pace, )?…”