Music-making is a natural childhood activity. This is evidenced by the increase in research and scholarship covering diverse aspects of children’s interaction with music. This keynote address invites us to reflect on the ways in which music shapes young children’s self-knowledge and identity by considering their musical needs, their interactions with music, what they and their adult caregivers experience as they participate in musicking and how this entire encounter may nurture their growing musicality. Acknowledging the influence of context in nurturing musical childhoods, four settings of home, school, church and the community activity of Isukuti performing arts are examined through lenses of social and cultural psychology and African Indigenous knowledge systems. The discussion ends with a call for educators, researchers and practitioners to consolidate ongoing and future efforts in nurturing musical childhoods, particularly by adding the sub-Saharan Africa perspective to the kaleidoscope of global activities that constitute children’s musical journeys
{"title":"The role of music in shaping children’s self-knowledge and identity: Perspectives from an African setting1","authors":"E. Andang’o","doi":"10.1386/ijmec_00043_1","DOIUrl":"https://doi.org/10.1386/ijmec_00043_1","url":null,"abstract":"Music-making is a natural childhood activity. This is evidenced by the increase in research and scholarship covering diverse aspects of children’s interaction with music. This keynote address invites us to reflect on the ways in which music shapes young children’s self-knowledge\u0000 and identity by considering their musical needs, their interactions with music, what they and their adult caregivers experience as they participate in musicking and how this entire encounter may nurture their growing musicality. Acknowledging the influence of context in nurturing musical childhoods,\u0000 four settings of home, school, church and the community activity of Isukuti performing arts are examined through lenses of social and cultural psychology and African Indigenous knowledge systems. The discussion ends with a call for educators, researchers and practitioners to consolidate\u0000 ongoing and future efforts in nurturing musical childhoods, particularly by adding the sub-Saharan Africa perspective to the kaleidoscope of global activities that constitute children’s musical journeys","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121230937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While scholars are interested in parent perspectives on early childhood (EC) music education, the perspectives of first-time attendees and non-maternal caregivers are relatively unexamined. Using phenomenology as both a method and a theoretical frame, we followed ten caregivers (three fathers and seven mothers) as they engaged in their first experience accompanying their children to play-based, child-led EC music classes. Through analysis of pre- and post-interviews, biweekly e-mail check-ins, memos and field notes from observations, we distilled four essences of first-time experience: being family, fitting in, engaging with others and having fun. In this article, we describe each essence and offer interpretation through our lens as mothers, scholars and EC teachers.
{"title":"Lived experiences of first-time caregivers in early childhood music classes","authors":"K. Salvador, Whitney Mayo","doi":"10.1386/ijmec_00041_1","DOIUrl":"https://doi.org/10.1386/ijmec_00041_1","url":null,"abstract":"While scholars are interested in parent perspectives on early childhood (EC) music education, the perspectives of first-time attendees and non-maternal caregivers are relatively unexamined. Using phenomenology as both a method and a theoretical frame, we followed ten caregivers (three\u0000 fathers and seven mothers) as they engaged in their first experience accompanying their children to play-based, child-led EC music classes. Through analysis of pre- and post-interviews, biweekly e-mail check-ins, memos and field notes from observations, we distilled four essences of first-time\u0000 experience: being family, fitting in, engaging with others and having fun. In this article, we describe each essence and offer interpretation through our lens as mothers, scholars and EC teachers.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116702876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this intrinsic case study was to explore what happened when one family engaged in guided musical play at home with their toddler-aged child. Specifically, we wondered: what roles do the parents assume in guided musical play with their child? What roles does the child assume when engaging in guided home musical play? And how can early childhood music specialists help other parents and children engage in home musical play using similar roles? Seeking answers to those questions, we invited the Merchant family to participate in weekly home music activities that were connected to a weekly music class in which their toddler was enrolled. From our data analysis, two themes emerged: the kitchen served as a space for music making and the adaptation of weekly home music prompts enhanced and extended family music interactions with the toddler.
{"title":"An exploration of at-home parent and child music mediation","authors":"Kerry B. Renzoni, Nicholas M. Stanford","doi":"10.1386/ijmec_00042_1","DOIUrl":"https://doi.org/10.1386/ijmec_00042_1","url":null,"abstract":"The purpose of this intrinsic case study was to explore what happened when one family engaged in guided musical play at home with their toddler-aged child. Specifically, we wondered: what roles do the parents assume in guided musical play with their child? What roles does the\u0000 child assume when engaging in guided home musical play? And how can early childhood music specialists help other parents and children engage in home musical play using similar roles? Seeking answers to those questions, we invited the Merchant family to participate in weekly home music\u0000 activities that were connected to a weekly music class in which their toddler was enrolled. From our data analysis, two themes emerged: the kitchen served as a space for music making and the adaptation of weekly home music prompts enhanced and extended family music interactions with the toddler.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126220591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Young children are best supported when adults engage in behaviours that acknowledge and extend their unique musical capabilities via an understanding of developmentally appropriate practices. However, preservice music educators may receive few opportunities to interact with the youngest musical learners as part of their fieldwork experiences within formal degree requirements. This narrative inquiry explores the collective experiences of one teacher educator and five preservice music education majors as they interacted musically with young children during an optional programme designed to supplement existing fieldwork requirements. Specifically, we uncovered tensions related to balancing teacher educator support with students’ freedom, perceptions of teaching skills and perceptions of young children’s musical capabilities. These tensions promoted growth via reflection and uncovered expanded perceptions of teaching competencies and identities.
{"title":"Optional music interactions with young children: Narratives from preservice music educators","authors":"H. Waters","doi":"10.1386/ijmec_00035_1","DOIUrl":"https://doi.org/10.1386/ijmec_00035_1","url":null,"abstract":"Young children are best supported when adults engage in behaviours that acknowledge and extend their unique musical capabilities via an understanding of developmentally appropriate practices. However, preservice music educators may receive few opportunities to interact with the youngest\u0000 musical learners as part of their fieldwork experiences within formal degree requirements. This narrative inquiry explores the collective experiences of one teacher educator and five preservice music education majors as they interacted musically with young children during an optional programme\u0000 designed to supplement existing fieldwork requirements. Specifically, we uncovered tensions related to balancing teacher educator support with students’ freedom, perceptions of teaching skills and perceptions of young children’s musical capabilities. These tensions promoted growth\u0000 via reflection and uncovered expanded perceptions of teaching competencies and identities.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128730544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aimée Gaudette-Leblanc, Hélène Boucher, Flavie Bédard-Bruyère, J. Pearson, Jonathan Bolduc, George M. Tarabulsy
Music is increasingly recognized as having a social role, insofar as it is linked to emotional regulation and to early interactions in infancy and the preschool years. The goal of this meta-analysis was to examine the impact of participating in an early childhood music programme on indices of socioemotional development in children under 6 years of age. The overall result showed a moderate effect size (N = 681, k = 11, d = 0.57, p < 0.001). Moderation analyses revealed that the type of assessment (observational measure, reported measure or other types of assessment) significantly influenced effect size (Q′ = 25.26, p < 0.001). No other moderation analysis was significant. Although these findings are promising, suggesting that participation in an early childhood music programme contribute to children’s socioemotional development, more rigorous studies are needed to assess the impact of participating in a music programme on socioemotional development.
人们越来越多地认识到音乐具有社会作用，因为它与情绪调节以及婴儿期和学龄前的早期互动有关。本荟萃分析的目的是研究参加儿童早期音乐节目对6岁以下儿童社会情感发展指数的影响。总体结果显示中等效应量(N = 681, k = 11, d = 0.57, p < 0.001)。适度分析显示，评估类型(观察性测量、报告性测量或其他类型的评估)显著影响效应大小(Q ' = 25.26, p < 0.001)。其他适度分析无显著性。虽然这些发现很有希望，表明参加早期儿童音乐课程有助于儿童的社会情感发展，但需要更严格的研究来评估参加音乐课程对社会情感发展的影响。
{"title":"Participation in an early childhood music programme and socioemotional development: A meta-analysis","authors":"Aimée Gaudette-Leblanc, Hélène Boucher, Flavie Bédard-Bruyère, J. Pearson, Jonathan Bolduc, George M. Tarabulsy","doi":"10.1386/ijmec_00032_1","DOIUrl":"https://doi.org/10.1386/ijmec_00032_1","url":null,"abstract":"Music is increasingly recognized as having a social role, insofar as it is linked to emotional regulation and to early interactions in infancy and the preschool years. The goal of this meta-analysis was to examine the impact of participating in an early childhood music programme on\u0000 indices of socioemotional development in children under 6 years of age. The overall result showed a moderate effect size (N = 681, k = 11, d = 0.57, p < 0.001). Moderation analyses revealed that the type of assessment (observational measure, reported measure\u0000 or other types of assessment) significantly influenced effect size (Q′ = 25.26, p < 0.001). No other moderation analysis was significant. Although these findings are promising, suggesting that participation in an early childhood music programme contribute to children’s\u0000 socioemotional development, more rigorous studies are needed to assess the impact of participating in a music programme on socioemotional development.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133889958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Glynnis E. DuBois, M. Thaut, Corene Hurt-Thaut, Joanne Deluzio, Stephanie M. Nixon
Children with hearing loss (HL) who use listening and spoken language as their methods of communication are now being integrated into classrooms with typically hearing peers upon school entry due to the development of sophisticated hearing technology. However, areas in overall development may lag as the delay in accessibility to speech and language makes it difficult to reach age-appropriate levels in time for kindergarten. Supporting development in these areas of the challenge requires explicit teaching of, and experience with, listening, language, social and executive function, literacy and balance. Participating in a group music and movement class with a focus on areas of challenge for children with HL using neurologic music therapy techniques allows for goal-directed therapy and practice, along with the opportunity to interact with peers in a supportive environment. An overview of the specific techniques for each area of interest and how they can be used is discussed along with a sample curriculum.
{"title":"Neurologic music therapy: Supporting school-readiness skills in children with hearing loss","authors":"Glynnis E. DuBois, M. Thaut, Corene Hurt-Thaut, Joanne Deluzio, Stephanie M. Nixon","doi":"10.1386/ijmec_00031_1","DOIUrl":"https://doi.org/10.1386/ijmec_00031_1","url":null,"abstract":"Children with hearing loss (HL) who use listening and spoken language as their methods of communication are now being integrated into classrooms with typically hearing peers upon school entry due to the development of sophisticated hearing technology. However, areas in overall development\u0000 may lag as the delay in accessibility to speech and language makes it difficult to reach age-appropriate levels in time for kindergarten. Supporting development in these areas of the challenge requires explicit teaching of, and experience with, listening, language, social and executive function,\u0000 literacy and balance. Participating in a group music and movement class with a focus on areas of challenge for children with HL using neurologic music therapy techniques allows for goal-directed therapy and practice, along with the opportunity to interact with peers in a supportive environment.\u0000 An overview of the specific techniques for each area of interest and how they can be used is discussed along with a sample curriculum.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114953458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review of: Adult Perspectives on Children and Music in Early Childhood, Aleksandra Acker and Berenice Nyland (2020)Cham: Springer Nature, 163 pp.,ISBN 978-3-03057-698-1, e-book, USD 89.00
{"title":"Adult Perspectives on Children and Music in Early Childhood, Aleksandra Acker and Berenice Nyland (2020)","authors":"Claudia Calì, Diana Minerva","doi":"10.1386/ijmec_00036_5","DOIUrl":"https://doi.org/10.1386/ijmec_00036_5","url":null,"abstract":"Review of: Adult Perspectives on Children and Music in Early Childhood, Aleksandra Acker and Berenice Nyland (2020)Cham: Springer Nature, 163 pp.,ISBN 978-3-03057-698-1, e-book, USD 89.00","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130307831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Koops, K. Salvador, Christina L. Svec, Kerry B. Renzoni
When the COVID-19 pandemic began impacting countries around the globe in the early months of 2020, music education professional organizations in locations worldwide mobilized to provide remote teaching suggestions and interpret new research related to minimizing the virus spread in music-making settings. In June and July 2020, the National Association for Music Education released a set of research-based recommendations for music teaching in the United States during the COVID-19 pandemic. Discussion of young children and recommendations for early childhood settings were noticeably absent. The purpose of this article is to document the processes by which several dozen individuals and representatives from three professional entities came together at the beginning stages of the COVID-19 pandemic to address the lack of guidance for responsive early childhood music education. We describe the outcomes of the collaboration between June 2020 and June 2021, reflections about our learning and share the group’s next steps. As the effects of the COVID-19 pandemic continue, reading documentation of our collective might serve the profession and encourage international collaborative teams working to improve access and equity of early childhood music education.
{"title":"Documenting ‘The Early Childhood Music Collaborative’: A multi-organizational response to early childhood music in the time of COVID-19","authors":"L. Koops, K. Salvador, Christina L. Svec, Kerry B. Renzoni","doi":"10.1386/ijmec_00034_1","DOIUrl":"https://doi.org/10.1386/ijmec_00034_1","url":null,"abstract":"When the COVID-19 pandemic began impacting countries around the globe in the early months of 2020, music education professional organizations in locations worldwide mobilized to provide remote teaching suggestions and interpret new research related to minimizing the virus spread in\u0000 music-making settings. In June and July 2020, the National Association for Music Education released a set of research-based recommendations for music teaching in the United States during the COVID-19 pandemic. Discussion of young children and recommendations for early childhood settings were\u0000 noticeably absent. The purpose of this article is to document the processes by which several dozen individuals and representatives from three professional entities came together at the beginning stages of the COVID-19 pandemic to address the lack of guidance for responsive early childhood\u0000 music education. We describe the outcomes of the collaboration between June 2020 and June 2021, reflections about our learning and share the group’s next steps. As the effects of the COVID-19 pandemic continue, reading documentation of our collective might serve the profession and encourage\u0000 international collaborative teams working to improve access and equity of early childhood music education.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"312 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132895325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Parenting Musically, Lisa Huisman Koops (2020)","authors":"Julie Digby, Barbara Cavanagh","doi":"10.1386/ijmec_00037_5","DOIUrl":"https://doi.org/10.1386/ijmec_00037_5","url":null,"abstract":"Review of: Parenting Musically, Lisa Huisman Koops (2020)New York: Oxford University Press, 218 pp.,ISBN-13 978-0-19087-362-2, p/bk, £25.49","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114271795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to provide feasibility and application information on the nature of music therapy in a telehealth environment. We created a twelve-week telehealth music therapy programme with group and individual sessions that took place between August 2020 and February 2021. This report details (1) the telehealth music therapy services, (2) session design and examples and (3) perceived benefits and barriers of telehealth music therapy and technology. It includes guidance for early childhood professionals who may also want to interact musically with young children.
{"title":"Examining remote music therapy services in early intervention: Feasibility and application","authors":"A. Knight, Helen Dolas","doi":"10.1386/ijmec_00033_1","DOIUrl":"https://doi.org/10.1386/ijmec_00033_1","url":null,"abstract":"The purpose of this article is to provide feasibility and application information on the nature of music therapy in a telehealth environment. We created a twelve-week telehealth music therapy programme with group and individual sessions that took place between August 2020 and February\u0000 2021. This report details (1) the telehealth music therapy services, (2) session design and examples and (3) perceived benefits and barriers of telehealth music therapy and technology. It includes guidance for early childhood professionals who may also want to interact musically with young\u0000 children.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115589183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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