Musical engagement among families with young children: a CMBI (V.972) study

Estudio exploratorio de las interacciones musicales entre hermanos/as en el entorno cotidiano

“…En las pocas investigaciones naturalistas existentes -en el sentido de que intentan respetar el medio donde se producen de forma habitual-en educación musical en la etapa infantil, se ha visto que el aprendizaje se produce con mucha frecuencia y en muchas direcciones: entre padres e hijos, pero también entre hermanos/as, amistades o personas próximas (Brodsky et al, 2020;Costa-Giomi y Sun, 2016;Dean, 2019;Koops, 2020;Politimou et al, 2018;Schaal et al, 2020;Vilar, 2014;Young, 2016). Campbell (2010) recuerda que la enculturación musical nos afecta desde antes de nacer y que no solo el ambiente familiar, sino todas las influencias culturales nos afectan; con lo cual, existen muchas oportunidades de aprender música: "los individuos adquieren la competencia cultural por ósmosis, absorbiendo las diversas facetas de su ambiente en el hogar, aprendiendo por el hecho de vivir en una familia, comunidad o cultura" [individuals achieve cultural competence by way of osmosis, absorbing the many facets of their home environment, learning by virtue of living within a family, community, or culture] (p.66).…”

The musical lives of young children in Aotearoa New Zealand

“…Parents sing to their infants regardless of the gender of the child (Yan et al, 2021;Brodsky et al, 2020), socio-economic status (Yan et al, 2021;Fancourt & Perkins, 2018;Custodero, Rebello Britto & Brooks-Gunn, 2003;Brodsky et al, 2020) and ethnicity (Yan et al, 2021;Custodero & Johnson-Green, 2003). While Custodero and colleagues (2003) found that parents with a level of education greater than high school were more likely to sing to their infants, this finding was not supported by either Fancourt and Perkins (2018) or Brodsky and colleagues (2020), who found that parental musical engagement was not influenced by level of education.…”

“…While Custodero and colleagues (2003) found that parents with a level of education greater than high school were more likely to sing to their infants, this finding was not supported by either Fancourt and Perkins (2018) or Brodsky and colleagues (2020), who found that parental musical engagement was not influenced by level of education. Mothers were found to sing to their children more than fathers (Brodsky et al, 2020;Custodero, Rebello Britto & Brooks-Gunn, 2003;Yan et al, 2021). Custodero and Johnston-Green (2003) and Fancourt and Perkins (2018) found that musically experienced and musically active parents were more likely to sing to their infants.…”

“…Several large-scale survey-based studies have examined aspects of musical parenting among families with children under 3 years old in the UK (Fancourt & Perkins, 2018), the USA (Custodero, Rebello Britto & Brooks-Gunn, 2003;Custodero & Johnston-Green, 2003;Yan et al, 2021) and Israel (Brodsky, Sulkin & Hefer, 2020). Based on responses from between 256 and 2250 participants, these studies show that most parents sing to their infants, with between 59% and 72% of mothers reporting that they sing to their infants on a daily basis (Custodero, Rebello Britto & Brooks-Gunn, 2003;Custodero & Johnson-Green, 2003;Fancourt & Perkins, 2018;Yan et al, 2021).…”

Motivaciones, creencias y refuerzo musical en el hogar en la educación musical temprana

“…Hay pocos estudios que se hayan centrado en qué lleva a los padres a implicar a sus hijos en actividades musicales tanto en el entorno del hogar, como fuera de él (Brodsky, Sulkin y Hefer, 2020). Manny Brand (1985) diseñó un instrumento (HOMES) que incluía variables que relacionaban las creencias o actitudes de los padres hacia la música y su interacción musical con sus hijos.…”