Introduction: From the second half of the 20th century onwards, studies on the transfer effects of music learning have become increasingly common. Both in the domestic and international literature, we can read research with a solid scientific background that supports the transfer effects of music education on different aspects of life. Purpose: The aim of paper was to map the effect of learning music in childhood based on both the international and the Hungarian scientific literature. Methods: When analyzing the social impact of learning music in detail we distinguished five areas: 1. state of physical development, skillfulness, health; 2. cognitive skills; 3. personal development and emotional intelligence; 4. the role of compensating for deficit; 5. community building. In this study we present in detail the results of research studies in these fields. Conclusions: In our opinion music education institutions transmit several values and hidden curriculum to children the effect of which serves as a determining and formative factor throughout their whole lives. That is why it is important that, based on the research findings, teachers should be aware of it and consciously control it. In our view learning music can act as a supporting factor for the physical, spiritual and mental development of the children and apart from improving different areas of competence it can also influence their attitude to work.

Little is known about the methods and effects of parental involvement in art education. The aim of our systematic literature review is to explore the types of parental involvement in four branches of art (music, dance, visual arts, and theatre). We conducted our research with the help of the EBSCO database, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedure. We found that the share of the different artistic fields is highly disproportionate in the literature on parental involvement. Compared to music, theatre, dance, and visual arts, coverage is negligible. During our study, we managed to classify types of parental involvement and found that it showed variety across different branches of art.

2020 márciusa nem várt helyzet elé állította az oktatás valamennyi színterét, így a zenei nevelés területét is. A zenepedagógusok számára az óratartás és az ismeretek átadásának online környezetbe való implementálása jelentette a legnagyobb kihívást. A tanulók rugalmassága és alkalmazkodóképessége mellett a szülők segítő támogatása tette lehetővé a produktív együttműködést. Az otthontanulás tapasztalatainak megismerése az oktatás számára is új lehetőségeket nyitott. Mindezidáig a szülői oldal véleménye kevésbé nyert teret a tudományos kutatások terén, ezért jelen munkánk során az online zeneoktatás láthatatlan aktorainak benyomásait mértük fel. A kérdőív nyitott kérdéseire kapott válaszokat MAXQDA Analytics Pro kvalitatív adatelemző szoftver segítségével kvantifikáltuk. Eredményeink prezentálása során törekedtünk a zenetanári (Szalai, Mike & Radócz, 2022) és a szülői meglátások differenciáinak feltárására. Az online zeneoktatás előnyein és hátrányain túl bemutatásra kerültek a pre- és posztcovid időszak zenepedagógiai sajátosságai, továbbá azon szülők véleménye is, akik a pandémiás időszak alatt több zenét tanuló gyermeket is neveltek.

Children's artistic studies are most often based on a well-functioning team. At the heart of this are the children, who form a close unit with their teachers. However, parental support, encouragement and the cultural capital that provides children with values and experiences from an early age are not negligible factors. In this study, we investigated parents' musical biographies, their current artistic activities and habits, and their impact on their children. Our results confirm that parental education and occupation are determinants of cultural capital. Gender differences in relation to artistic activities can be seen, and there is a clear link between the impact of artistic activities in childhood and current occupations of this type, which spill over into children's activities.

Since the second half of the 20th century, there has been an increasing number of studies on the transfer effects of music learning. There is considerable scientific research in both the national and international literature to support the transfer effects of music learning in different areas of life. In Hungary, these researches started at the instigation of Zoltán Kodály, who saw the observable effects of learning music in several areas. He also considered it important to present scientifically supported results, which is why research on the transfer effect marked by the name of Klára Kokas was started in Hungary. While previously the phenomenon could only be described based on cross-sectional or longitudinal surveys, thanks to technological development we could observe the active areas of the brain during various activities, during which we can interpret the causes of the transfer effects affecting different areas supported by MRI images. During my presentation, I will outline the results of these researches, objectively confirming the reasons behind the transfer effects created by learning music. This gives us the opportunity to learn about the results of research that started from Kodály’s foundations and is nowadays showing an increasingly complex picture.