Using a regionally focused national survey of parents with 4–6-month-olds (N = 2, 250), we addressed associations between musical experience and the frequency and content of playing music and singing for infants. The possible mediation of a classical CD distribution to new parents in hospitals was also investigated. Five variables of experience were considered: (1) respondents' recollections of their mother or (2) father singing to them, (3) playing an instrument, (4) singing in a choir, and (5) taking music lessons. Chi-square analyses indicated that musical experience was highly associated with increased frequency of playing and singing. The content of what was played and sung was less uniformly linked, and revealed individual profiles for each mode of formal experience. Differences were found between those who did and those who did not receive the CD. Results support a systems view of the child in the context of families and society, and have implications about indirect effects of music education.

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The purpose of this study was to examine musical parenting for resilience in young children and how popular music, especially, was an essential resource for the families raising them. To address this question, I implemented a longitudinal interview study with five families with children attending kindergarten in the United States. Qualitative data analysis showed that parents used popular music intuitively and deliberately to teach their children resilience skills. Specifically, it played a central role in the children’s emotional and social development, strengthening family relationships and creating family coherence, all implicated in developing healthy resilience.