Through a baby’s ears: Musical interactions in a family community

Costa‐Giomi, Eugenia; Benetti, Lucia

doi:10.1386/ijcm.10.3.289_1

Cited by 30 publications

(25 citation statements)

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“…Initial insights from case studies of audio recordings at home suggest that infants will encounter an uneven soundscape of musical features. For example, across four day-long observations from two families, roughly 20-30 minutes of music per day was live while 60-510 minutes of music per day was recorded (Costa-Giomi, 2016;Costa-Giomi & Benetti, 2017;Costa-Giomi & Sun, 2016). Here, we reveal the separate and joint availability of vocal, instrumental, live, and/or recorded music in infants' days.…”

Section: Everyday Music In Infancymentioning

confidence: 99%

Everyday Music in Infancy

Mendoza¹,

Fausey²

2019

Preprint

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Infants enculturate to their soundscape over the first year of life, yet theories of how they do so rarely make contact with details about the sounds available in everyday life. Here, we report on properties of a ubiquitous early ecology in which foundational skills get built: music. We captured daylong recordings from 35 infants ages 6-12 months at home and fully double-coded 467 hours of everyday sounds for music and its features, tunes, and voices. Analyses of this first-of-its-kind corpus revealed two distributional properties of infants’ everyday musical ecology. First, infants encountered vocal music in over half, and instrumental in over three-quarters, of everyday music. Live sources generated one-third, and recorded sources three-quarters, of everyday music. Second, infants did not encounter each individual tune and voice in their day equally often. Instead, the most available identity cumulated to many more seconds of the day than would be expected under a uniform distribution. These properties of the everyday musical ecology in human infancy are different from what is discoverable in environments highly constrained by context (e.g., laboratories) and time (e.g., minutes rather than hours). Together with recent insights about the everyday motor, language, and visual ecologies of infancy, these findings reinforce an emerging priority to build theories of development that address the opportunities and challenges of real input encountered by real learners.

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Section: Everyday Music In Infancymentioning

confidence: 99%

Everyday Music in Infancy

Mendoza¹,

Fausey²

2019

Preprint

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“…Finally, the “Rain Rain” episode is an illustration of a musical interaction common between infants and caregivers that emphasizes communication and emotional connection (Costa-Giomi & Benetti, 2017; Dissanayake, 2009; Malloch, 1999). James initiated the musical exchange by calling his father and vocalizing; the father acknowledged and elaborated on the infant’s music vocalizations, in effect affirming the infant’s vocalization as a successful and valid expression of music.…”

Section: Discussionmentioning

confidence: 99%

“…Estimates of music data, such as ambient music, singing by adults, or infant vocal production of music, are not provided; it is necessary to listen to the audio file to identify and study such music indicators. Although originally developed for language research, the use of LENA technology is also valuable for gaining insight into infants’ and young children’s early musical experiences (Costa-Giomi, 2016; Costa-Giomi & Benetti, 2017; Costa-Giomi & Sun, 2016; Dean, 2015; Fausey & Mendoza, 2018).…”

Section: Methodsmentioning

confidence: 99%

“…It is clear that infants produce sounds that can be described in terms of musical characteristics (e.g., Davidson, 1985; Dowling, 1984; Kelley & Sutton-Smith, 1987; McKernon, 1979; Moog, 1968/1976b, 1976a; Papoušek & Papoušek, 1981; Reigado et al, 2011; Reigado & Rodrigues, 2017; Stadler Elmer, 2011; Tafuri, 2008; Tafuri & Villa, 2002) and that the musical content of infant vocalizations in the context of infant−caregiver vocal exchanges are valuable for conveying emotion and structuring communicative interactions (Costa-Giomi & Benetti, 2017; Malloch, 1999; Papoušek & Papoušek, 1981; Powers & Trevarthen, 2009). But in order to study the development of music vocalization in infancy systematically, it is necessary to chart how the behavior changes over time.…”

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confidence: 99%

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Infant Vocal Imitation of Music

Benetti

Costa‐Giomi

2019

Journal of Research in Music Education

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Infant vocal production has been studied mainly from the perspective of language development. We studied it from the perspective of singing development by analyzing a 15-month-old’s imitations of songs. The infant wore a recording device that yielded a continuous, 16-hr audio recording of all the sounds produced by him and around him throughout the day. We listened to the audio file and identified instances in which his unprompted vocalizations resembled songs he had heard earlier. One imitation was recognized by his father, who then sang the song himself and engaged in imitative turn taking with the infant; the other imitation went unnoticed by his parents. Perceptual and acoustic analyses of the imitations and the song models showed that the infant imitated critical music features of the songs, including pitches, intervals, and rhythms. We discuss the use of new technologies for the study of singing development in infancy; such technologies facilitate the collection of spontaneous vocalizations that may go unnoticed by parents and make it possible to trace connections between music environment opportunities and specific singing outcomes in infants.

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“…Sibling interactions may also be an important but understudied context for children's early engagement in musical activities. Preliminary case-study evidence using naturalistic audio-recording software in homes with young children suggests that children often sing to one another or during daily activities, and that music may be a tool that siblings use to foster interpersonal attention, communication, and social bonding (Costa-Giomi, 2016;Costa-Giomi & Benetti, 2017).…”

Section: Introductionmentioning

confidence: 99%

It takes two to tango: Preschool siblings’ musical play and prosociality in the home

et al. 2020

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In childhood, musical play is an important part of home life and, potentially, sibling play. Considering the social-emotional relevance of musical activities, siblings' engagement in musical play may also be associated with social development. The current longitudinal study examined musical play in 39 pairs of siblings during naturalistic home play at two time points: (a) when siblings were 2 and 4 years old (T1), and (b) 2 years later when siblings were 4 and 6 years old (T2). Musical play, especially singing and dancing, was more prevalent at T2. Birth order effects were also revealed; 4-year-old second-borns (T2) engaged in more solo musical play than 4-year-old firstborns (T1), but 4-year-old firstborns initiated joint musical play more often than 4-year-old second-borns. Associations between musical play and prosociality also emerged. Specifically, both older and younger siblings' rates of prosociality correlated positively with older sibling musical play at each time point. These findings reveal intriguing effects of age and birth order on both solo and joint musical play between siblings, and highlight a potential link between spontaneous musical play in the home and social development.

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Through a baby’s ears: Musical interactions in a family community

Cited by 30 publications

References 0 publications

Everyday Music in Infancy

Everyday Music in Infancy

Infant Vocal Imitation of Music

It takes two to tango: Preschool siblings’ musical play and prosociality in the home

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