Caregiving in counterpoint: reciprocal influences in the musical parenting of younger and older infants

Custodero, Lori A.; Johnson-Green, Elissa

doi:10.1080/03004430600601115

Cited by 49 publications

(41 citation statements)

References 13 publications

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“…Although musical development was identified most frequently as a goal for a music program, the other six domains emerged as additional utilitarian goals. This finding about utilitarian goals is consistent with the fact that music education scholars have highlighted the utilitarian aspects of child development, such as social, emotional, or cognitive development, involved in music education (Berger & Cooper, 2003;Cardany, 2004;Custodero & Johnson-Green, 2008;Hodges, 2000;Levinowitz, 1999;Scott-Kassner, 1999;Tarnowski, 1999;Tarnowski & Barrett, 1997;Trollinger, 2003). My findings are also in accord with a recent study by Nardo, Custodero, Persellin, and Fox (2006), who surveyed 293 early childhood professionals and found that most of the responses about beneficial experiences/outcomes of music could be categorized as creativity, enjoyment, mood regulation, teaching other subjects, cognitive skills, social skills, emotional well-being, and self-esteem.…”

Section: Discussionsupporting

confidence: 84%

Parents’ Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

Youm

2013

Journal of Research in Music Education

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The purpose of this study was to explore South Korean parents' understanding of and desires for music education for their children. Following a constructivist paradigm and qualitative research methodology, data collection involved in-depth interviews, observations, written questionnaires, family music materials, and the researcher's journals. The participants were 22 South Korean mothers whose children (younger than 5 years old) attended music programs in the Seoul metropolitan area. Data were analyzed by coding, description, constant comparison, inductive analysis, contextualization, negative case analysis, classification, and interpretation. Analyses revealed that these parents' goals for their children's participation in music programs included facilitating the child's development, enriching the child's life, preparing for future learning, and providing opportunities to play through music. They described the music programs according to the activities they observed or experienced but did not show deeper understanding about a program's philosophy or history. Family music practices indicated that the primary activities were singing, listening to music, playing instruments, and dancing/movement. Participants expressed the desire to learn music skills and knowledge not only for their children but also for themselves. The findings of this study demonstrate the necessity of education for parents of young children relating to various aspects of children's music education.

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Section: Discussionsupporting

confidence: 84%

Parents’ Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

Youm

2013

Journal of Research in Music Education

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“…Research shows that bonding, interacting, communicating, comforting, encouraging family togetherness, so-called social caregiving (Custodero & Johnson-Green, 2008), is the main reason for parents to sing to their hospitalised infants (Shoemark & Arnup, 2014). In order to feel comfortable in singing and "musicking" with their infants, most parents have stated that they need more guidance from staff and role models on the unit (Pölkki et al, 2012a).…”

Section: Implications For Music Therapy In Neonatal Pain Practicementioning

confidence: 99%

Singing, sharing, soothing – biopsychosocial rationales for parental infant-directed singing in neonatal pain management

Ullsten

Eriksson

Klässbo³

et al. 2018

Music & Science

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Infant-directed singing is a medium for parents and infants to communicate in a mutual relationship. Parental infantdirected singing is a multisensory, biopsychosocial communication that applies to ill and vulnerable hospitalised infants. The primary musical features of infant-directed singing are ideal for emotional coordination and sharing between parent and infant without the risk of over-stimulation. In this article, we suggest that parental infant-directed singing is regarded as a nonpharmacological emotion regulation intervention, which may modify the painful experience for both the infant and the parent before, during and after painful procedures in the neonatal intensive care context. Parents have the biopsychosocial resources to alleviate their infant's pain through infant-directed singing, if they are empowered to do so and coached in this process. A music therapist specialised in neonatal music therapy methods can mentor parents in how to use entrained and attuned live lullaby singing in connection to painful procedures. Pain and the vast amount of painful procedures early in infancy, combined with early parent-infant separation and lack of parental participation in the care of the infant during neonatal intensive care, place arduous strain on the new family's attachment process and on the infant's and parents' mental health, both from a short and long-term perspective. Therefore, we argue with biopsychosocial rationales, that live parental infant-directed singing should be promoted in neonatal pain care worldwide. Consequently, parents should be welcomed round the clock and invited as prescribed pain management for their infant.

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“…Parents apply music to the daily routine as they take care of their infants in the home. Intuitively, most parents seem to sing with their infants (Ilari 2005) and toddlers (Custodero 2006;Custodero and Johnson-Green 2008). Nevertheless parents' everyday use of music may increasingly involve the use of recorded music and toys that produce music (Young 2008).…”

Section: Musical Parenting In Early Lifementioning

confidence: 98%

Parent–infant music courses in Iceland: perceived benefits and mental well-being of mothers

Gudmundsdottir

Guðmundsdóttir²

2010

Music Education Research

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The objective of this study was to evaluate how parentÁinfant music classes would benefit young mothers frequenting a support group for young mothers at a community centre in comparison to a group of older mothers. When the courses had terminated the mothers were interviewed in their homes and their singing confidence was assessed, as well as their alertness to their infants' musical behaviour. The mental well-being of the mothers was measured using the short version of the WarwickÁEdinburgh Mental Well-being Scale (SWEMWBS).The results indicated that the courses were perceived as beneficial to the mothers and the infants to a similar extent as to older mothers who regularly participate in such classes with their infants. The young mothers were as interested as the older mothers in their infants' musical development. Some indications of age-related differences were found in terms of attitudes towards maternal roles in the future music education of their children. No differences were found in the subjective well-being between the younger and older mothers. Both groups rated high on the SWEMWBS.

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Caregiving in counterpoint: reciprocal influences in the musical parenting of younger and older infants

Cited by 49 publications

References 13 publications

Parents’ Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

Parents’ Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

Singing, sharing, soothing – biopsychosocial rationales for parental infant-directed singing in neonatal pain management

Parent–infant music courses in Iceland: perceived benefits and mental well-being of mothers

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