The Music One‐to‐One project: developing approaches to music with parents and under‐two‐year‐olds

Abstract

Detailed analyses of adult-infant interaction among some European and North American populations have revealed that it resides on characteristics such as synchronous timing, phrasing, pitch contours and variations of dynamic intensity that are essentially musical in nature. Moreover, this musicality of infancy is the medium which enables and supports the development of early communication. Observations of practice and interviews with 15 early childhood music practitioners in England suggested that a consensual version of practice has evolved around the collective rendering of playful songs and musical activities. However, this version of practice does not offer infantappropriate musical experiences which might foster communicative musicality.The aim of the Music One-to-One project was to apply recent theories of infant musicality to practice. It was designed in three phases. A first stage gathered information from parents and practitioners about their current practices in music at home and in early childhood settings and their views and beliefs towards music. It was considered important to take account of what parents and practitioners already think and do if the designed approaches were to be relevant, accessible and practical. A second stage, moving through cycles of plan and review, explored practical approaches which blended what we had learned of parents' current practices, beliefs and views with the theories of infant musicality. Although the groups of participating parents were small, final interviews suggested that some elements of the musical activity had influenced parenting practices in the home. Finally, Stage Three of the project actively sought to provide bespoke materials and professional development for interested parties.Des analyses détaillées de l'interaction d'adulte-enfant en bas âge parmi quelques populations européennes et nord-américaines ont indiqué que la qualité de ces interactions dépende des quelques caractéristiques, telles que la synchronisation, la tournure de la phrase, l'élévation de la voix, les variations de l'intensité dynamique, qui sont essentiellement musical en nature. D'ailleurs, cette musicalité de l'enfance est le médium qui permet et soutient le développement de la communication. Des observations et des entrevues avec 15 praticiens de la musique auprès de jeunes enfants suggèrent qu'une version consensuelle de la pratique musicale ait évolué en Angleterre Downloaded by [Universidad de Sevilla] at 04:01 17 November 2014 254 S. Young et al.autour du rendu collectif des chansons espiègles et des activités musicales. Cependant, cette version de la pratique n'offre pas des expériences musicales appropriées, susceptibles de stimuler la musicalité communicative chez de jeunes enfants en bas âge.Le but du projet 'Music One-to-One' était de faire entrer des théories récentes de musicalité infantile dans la pratique. 'Music One-to-One' a été conçu en trois phases. Une première étape a recueilli des informations auprès des parents et des praticiens au sujet de leurs pratiques mus...

Maternal engagement with music up to nine months post-birth: Findings from a cross-sectional study in England

“…Regarding listening behaviours, the findings demonstrate that the mothers listen most to pop and rock music, suggesting that their choice of repertoire may well be driven by their own musical preferences rather than with their infant specifically in mind (see also Young, Street, & Davies, 2007). Indeed, we know that listening to music can regulate aspects of mood and enhance wellbeing (Laukka, 2007;Thoma, Ryf, Mohiyeddini, Ehlert, & Nater, 2012), and it may be that mothers listen to music as a form of 'company' when home alone with infants and/or to increase enjoyment of day-to-day routines.…”

Exploring the rationale for group music activities for parents and young children: Parents’ and practitioners’ perspectives

“…There was evidence from the parents’ comments that music in some homes had become a resource for coping with parenting, for establishing family rituals, such as bedtime (see also Young, 2008), and for some a desire to make music as special for their child as it was to them. Young, Street, and Davies (2007) also found that homes were musically rich environments.…”

Music Early Learning Programs: Parental beliefs, aspirations and participation

“…These findings build on the current research findings outlining a number of benefits for parents attending music groups, including social support (Barrett, 2009Young, Street & Davies, 2007). Pitt and Hargreaves (2016) suggest socialisation in the music group may be multidimensional, experienced between the parent and their child, and then amongst the wider group (Pitt & Hargreaves, 2016).…”