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

Abad, Vicky; Barrett, Margaret S.

doi:10.1177/0305735620937780

Cited by 8 publications

(3 citation statements)

References 80 publications

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“…Music is a candidate domain as a family leisure activity because it creates meaningful and sustainable links between generations (Mehr, 2014; Williams et al, 2015). Many parents recognize its potential to strengthen family bonding, and welcome support to realize musical interactions (Abad & Barrett, 2020). For example, Custodero, Rebello Britto, and Brooks-Gunn (2003) found that 60% of U.S. parents engaged musically with their infants, in which mothers took a greater part as compared to fathers.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Parent–Child Relationships on Musical Activity in the Family: Findings from a Longitudinal Panel Study

Kreutz

Feldhaus

2023

Music & Science

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Singing and playing musical instruments is seen as beneficial for parent–child relationships. Using longitudinal data from the German Panel Analysis of Intimate Relationships and Family Dynamics (Pairfam) we investigate the role of specific facets of parent–child relationships as predictors of family musical activity, namely Intimacy, that is, the degree of mutual sharing of thoughts and feelings, Admiration, that is, positive affirmative attitudes, and Prosocial Behavior, that is, showing empathy and consideration for others. Study 1 included responses from a total of N = 1,339 parents (71% mothers) and N = 1,783 children (52% male), and Study 2 differentiates between specific subsamples of parent–child relations. Data were submitted to a series of regression models. Study 1 showed that higher values of Intimacy were associated with greater music activities for both parent and child even when general levels of music activities decreased over time. Study 2 addressed cases in which mothers and fathers independently assessed the same child. The results showed similar patterns of association for both parents and children across studies. In addition, mothers perceived higher levels of family music activities than did fathers. Finally, high levels of Intimacy were associated with increased family music activity against the general trend of decline. Taken together, a strong and consistent pattern of a positive relationship between, on the one hand, mutual parent–child perceptions of trust and confidence, that is, Intimacy, and on the other hand, music activity, was found. These results confirm and extend earlier work to suggest a certain role of the quality of family relationships in pursuing musical activities from childhood to adolescence.

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Section: Introductionmentioning

confidence: 99%

The Influence of Parent–Child Relationships on Musical Activity in the Family: Findings from a Longitudinal Panel Study

Kreutz

Feldhaus

2023

Music & Science

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“…Music groups and classes are a popular activity for parents with young children outside the home in Australia, the UK and the USA (Abad & Barrett, 2020;Pitt & Hargreaves, 2017;Rodriguez, 2019). Families report attending music groups and early childhood music programmes to support their child's development (Abad & Barrett, 2020) and musical development (Rodrigeuz, 2019), to facilitate their child's social interactions (Pitt & Hargreaves, 2017;Rodrigeuz, 2019), and to connect with other families as a means of social support (Abad & Barrett, 2020;Rodriguez, 2019). Additionally, attendance at a music group is reported to support music-making practices in the home (Abad & Barrett, 2020;Barrett, 2009;Pitt & Hargreaves, 2017).…”

Section: Introductionmentioning

confidence: 99%

The musical lives of young children in Aotearoa New Zealand

Evans

Dean

Byett

2022

Brit. J. Music. Ed.

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Despite a global interest in the musical experiences of young children, the everyday musical lives of young New Zealanders remain unexamined. Using data collected through the Growing Up in New Zealand longitudinal study, we explore the early musical experiences of approximately 6,800 infants and toddlers. Data collected from the primary caregivers and their partners pre-birth, when the children were 9 months old, and 2 years old are used to explore five areas: parental singing; active musical play; music listening; involvement in music groups; and participation in wider cultural events. Musical engagement is analysed with respect to various child, parental and family characteristics, including parental education, socio-economic status, and parental knowledge of and appreciation for the arts. The results provide a holistic description of the musical environments of young children in Aotearoa New Zealand.

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“…One of these therapeutic programmes is referred to as Music Early Learning Programs (MELPS). MELPS can empower parents to use music by laying the foundations for family-based active music making (Abad & Barrett, 2020). MELPS provide a framework for caregivers to engage in shared music activities with their child and support the child's social, emotional and musical development (Abad, 2018;Abad & Barrett, 2020).…”

Section: Music-making With Families Of Typically Developing Childrenmentioning

confidence: 99%

How a music therapist can support families of pre-school children with complex learning support needs to use music therapeutically at home

Castelino¹

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The field of family-centred music therapy is well established. Music therapists working in this field emphasise the importance of families incorporating music activities and music therapy strategies beyond music therapy sessions. However, there is a paucity of research focussing on the sustainable therapeutic use of music by families in the home environment. This thesis focussed on my work as a music therapist, supporting families of pre-school children with complex learning support needs to use music therapeutically at home. There were four participant families. I facilitated nine music-making sessions with the child and a person nominated as ‘caregiver’ in their home. The first four sessions were fortnightly, the following four were monthly, and the final session was two months later to assess the long-term impact of the work. During the sessions, I collaborated with families to explore how they might utilise their strengths and resources to use music therapeutically with their child. The research employed an interpretivist multiple case study design. Data consisted of pre-and post-session interviews, clinical notes, a reflexive journal, and participant diaries. The data was analysed using thematic analysis. The four case studies suggest that situating a collaborative, strengths-based music-making approach within the family’s ecosystem enables sustainable outcomes. Working alongside a family begins by understanding the various contexts that influence the family. These include the family’s musical, disability, and cultural contexts. Recognising and sharing my own experiences relevant to our work helped instil trust and mutuality to support the development of our partnership. The work was valued when it was carried out from a collaborative, strengths-based approach. The collaboration started with the family as an observer, followed by discussions and active participation. The family and I were partners in this process, with both parties using their respective strengths to find child-centred solutions. This process was supported by personalised, easy to use home-found or therapist supplied resources. Music was identified as a family-friendly, inclusive activity involving the whole family. Our sessions especially enhanced relationships between siblings. The findings are discussed in the context of the ongoing practice of music therapy in early intervention in New Zealand.

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

Cited by 8 publications

References 80 publications

The Influence of Parent–Child Relationships on Musical Activity in the Family: Findings from a Longitudinal Panel Study

The Influence of Parent–Child Relationships on Musical Activity in the Family: Findings from a Longitudinal Panel Study

The musical lives of young children in Aotearoa New Zealand

How a music therapist can support families of pre-school children with complex learning support needs to use music therapeutically at home

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