The aime of this research is to determine whether there is a link between music education and a child’s social-emotional development. The intention is to emphasize the importance of music education for the overall development of the child. Music education is explained by the view that many non-musical competencies are adopted through the development of musical competencies and at the same time the acquisition of musical experience (Brđanović, 2017). Social-emotional development is complex and includes both one's own and others' needs and reactions, which affects the unpredictability of this development. Understanding and knowledge of the rules and norms of a personal community represent the proper social development of the individual, and the form and manner in which a person uses norms and rules refer to social competencies. Social-emotional indicators in this paper will relate to assessing one’s own and others ’feelings, expressing feelings, establishing interaction with others, and making responsible decisions. The paper studies the professional and scientific literature and provides an overview of 14 studies in which the connection or influence of music education on the mentioned indicators of social and emotional development was examined. The research was grouped according to the age of the respondents, and active and passive exposure to music showed an influence on certain social-emotional factors. In 12 studies, the influence of music education on indicators of social and emotional development was confirmed.