First‐time Mothers’ Use of Music and Movement with Their Young Infants: The Impact of a Teaching Program

Vlismas, Wendy; Bowes, Jennifer

doi:10.1080/0300443991590105

Cited by 13 publications

(5 citation statements)

References 15 publications

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“…Other studies have reported evaluations of musicbased programs that target parenting in early childhood for first-time mothers (Vlismas & Bowes, 1999), parents of infants with developmental delay (Shoemark, 1996) and multi-ethnic or highly disadvantaged parents (Lyons, 2000;Oldfield, Adams, & Bunce, 2003;Oldfield & Bunce, 2001). These interventions have been found to be associated with positive parent satisfaction (Oldfield & Bunce, 2001), high levels of parent and child engagement (Lyons, 2000;Oldfield et al, 2003), improved parent-child interactions and child social and developmental skills (Lyons, 2000) and strengthened social networks for families (MacKenzie & Hamlett, 2005).…”

Section: Parent Satisfaction Data Have Been Reported Frommentioning

confidence: 99%

“…mother-only therapy groups). Only one study used a control group design (Vlismas & Bowes, 1999), but this was non-randomized, and no studies have employed measurement tools of established reliability and validity. Thus, while the results from Sing & Grow and other music-therapy studies have been encouraging, the impact of music-based early childhood parenting interventions is yet to be established.…”

Section: Parent Satisfaction Data Have Been Reported Frommentioning

confidence: 99%

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Impact of Music Therapy to Promote Positive Parenting and Child Development

Nicholson

Berthelsen

Abad³

et al. 2008

J Health Psychol

136

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The effectiveness of a 10-week group music therapy program for marginalized parents and their children aged 0-5 years was examined. Musical activities were used to promote positive parent-child relationships and children's behavioral, communicative and social development. Participants were 358 parents and children from families facing social disadvantage, young parents or parents of a child with a disability. Significant improvements were found for therapist-observed parent and child behaviors, and parent-reported irritable parenting, educational activities in the home, parent mental health and child communication and social play skills. This study provides evidence of the potential effectiveness of music therapy for early intervention.

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Section: Parent Satisfaction Data Have Been Reported Frommentioning

confidence: 99%

Section: Parent Satisfaction Data Have Been Reported Frommentioning

confidence: 99%

Impact of Music Therapy to Promote Positive Parenting and Child Development

Nicholson

Berthelsen

Abad³

et al. 2008

J Health Psychol

136

View full text Add to dashboard Cite

show abstract

“…Ten published studies have evaluated music therapy parenting interventions (Abad and Williams 2007;Allgood 2005;Archer 2004;MacKenzie and Hamlett 2005;Muller and Warwick 1993;Nicholson et al 2008;Oldfield 2006;Oldfield et al 2003;Shoemark 1996;Vlismas and Bowes 1999), with most studies collecting uncontrolled or post-program data only. All reported some positive effects for parent-child relationships, parenting skills and children's development.…”

mentioning

confidence: 98%

National Study of an Early Parenting Intervention: Implementation Differences on Parent and Child Outcomes

Nicholson

Berthelsen

Williams³

et al. 2010

Prev Sci

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Sing & Grow is a 10-week group music therapy intervention to promote positive parenting and child development for marginalized parents of birth to 3-year-old children. This paper examined whether changes from pre to post intervention varied according to implementation site, when the intervention was taken to scale nationally. Outcomes for 850 participants were compared for the site where the program was first established against three new locations; one site where implementation processes were more favorable relative to the other two sites. Overall, the findings provided only limited support for differential outcomes by site of implementation. Participants showed significant improvements in parent-reported parenting and child outcomes from pre to post that were similar across all sites. For clinician-reported outcomes, improvements over time were generally greater in the original site and the well-supported site compared to the sites where there were more implementation difficulties. These differences were partly accounted for by differences in the characteristics of participants receiving programs in different sites and differences in the clinicians' ratings of program quality and the levels of support and training provided. However, confounding by the source of measurement requires cautious interpretation of clinician data. This study further highlights the potential for music therapy as an early parenting intervention, and the need for more rigorous evaluations in this field.

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“…Other research focuses on parent motivation and perceived benefits of attending music groups (Mehr, 2014; Pitt & Hargreaves, 2016, 2017; Savage, 2015), parent hopes and dreams related to attending (Koops, 2019), and the ways programs support family well-being and function (Abad & Barrett, 2017; Barrett, 2009, 2011, 2012, 2016a, 2017; Pitt & Hargreaves, 2016, 2017; Vlismas & Bowes, 1999, 2013). These beliefs, values, and affordance of opportunities among parents vary (Ilari, 2013).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Other research findings have reported that music and music therapy groups support parents by providing social support for both parent and child (Koops, 2011; Mehr, 2014; Pitt & Hargreaves, 2017), enjoyment (Rodriguez, 2019; Savage, 2015), musical development and appreciation for their children (Mehr, 2014), and opportunities to experience bonding for parent–child dyads (Abad, 2011; Abad & Edwards, 2004; Abad & Williams, 2006, 2007; Nicholson, Berthelsen, Abad, Williams, & Bradley, 2008; Vlismas & Bowes, 1999; Vlismas, Malloch, & Burnham, 2013; Walworth, 2009).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Laying the foundations for lifelong family music practices through Music Early Learning Programs

Abad

Barrett

2020

Psychology of Music

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To lay the foundations for lifelong musical practices, parents need to feel confident using music as a part of their everyday parenting. Music Early Learning Programs (MELPs) can empower parents to use music by laying the foundations for family-based active music-making. Little is known about why parents attend, however, what their aspirations are for their child’s musical engagement now and in the future, or how attendance shapes the way they use music at home. This study investigated parental beliefs, aspirations, and use of music in the home by five families and identified MELP structures that support parenting. The longitudinal case study approach drew on ethnographic methods of data collection. Reasons for attending MELPs were a high value for music, belief that music supports child development, enriched family relationships, and social support. Parental hopes and aspirations from attendance included laying the foundations for lifelong engagement with music. Six MELP structures shaped the way parents used music in the home: voice leading, repertoire, models of interaction, models of attunement and emotional regulation, music use to structure behavior, and models of improvisation. Parental use of MELP experiences at home included singing, music to regulate, and music to scaffold learning.

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First‐time Mothers’ Use of Music and Movement with Their Young Infants: The Impact of a Teaching Program

Cited by 13 publications

References 15 publications

Impact of Music Therapy to Promote Positive Parenting and Child Development

Impact of Music Therapy to Promote Positive Parenting and Child Development

National Study of an Early Parenting Intervention: Implementation Differences on Parent and Child Outcomes

Laying the foundations for lifelong family music practices through Music Early Learning Programs

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