Early vocal contact and music in the NICU: new insights into preventive interventions

Filippa, Manuela; Lordier, Lara; Almeida, Joana Sa de; Monaci, Maria Grazia; Adam‐Darqué, Alexandra; Grandjean, Didier; Kuhn, Pierre; Hüppi, Petra Susan

doi:10.1038/s41390-019-0490-9

Cited by 36 publications

(44 citation statements)

References 132 publications

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“…While this confusion seems to be superficial at first, it actually might have an important impact on how early parenting interventions inclusive of MT in the NICU are designed, implemented, and evaluated. As the impetus for defining the underlying neurological mechanisms of music and vocal interventions in the NICU continue to provide evidence for their effectiveness [30,59,60], a more thorough discussion with regard to the basic aspects of the early parent-infant relationship is still lacking. While authors within the fields of developmental psychology or child psychiatry have made a call for a better distinction between bonding and attachment for many years [61], this is now being recognized in recent systematic reviews on early parenting interventions [62].…”

Section: Discussionmentioning

confidence: 99%

Defining Attachment and Bonding: Overlaps, Differences and Implications for Music Therapy Clinical Practice and Research in the Neonatal Intensive Care Unit (NICU)

Ettenberger

Bieleninik

Epstein

et al. 2021

IJERPH

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Preterm birth and the subsequent hospitalization in the Neonatal Intensive Care Unit (NICU) is a challenging life event for parents and babies. Stress, anxiety, and depressive symptoms, limitations in holding or touching the baby, and medical complications during the NICU stay can negatively affect parental mental health. This can threaten the developing parent-infant relationship and might adversely impact child development. Music therapy in the NICU is an internationally growing field of clinical practice and research and is increasingly applied to promote relationship building between parents and babies. The two most commonly used concepts describing the early parent-infant relationship are ‘attachment’ and ‘bonding’. While frequently used interchangeably in the literature, they are actually not the same and describe distinctive processes of the early relationship formation. Thus, it is important to discuss the overlaps and differences between attachment and bonding and the implications for music therapy clinical practice and research. Whereas providing examples and possible scenarios for music therapists working on either bonding or attachment, the distinction between both concepts is relevant for many health care professionals concerned with early parenting interventions in the NICU. This will hopefully lead to a more precise use of theory, and ultimately, to a more informed clinical practice and research.

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Section: Discussionmentioning

confidence: 99%

Defining Attachment and Bonding: Overlaps, Differences and Implications for Music Therapy Clinical Practice and Research in the Neonatal Intensive Care Unit (NICU)

Ettenberger

Bieleninik

Epstein

et al. 2021

IJERPH

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“…Music therapy interventions tend to be family-centered, helping parents to be more involved in the care of their baby [ 27 , 28 , 29 ], thus increasing their sense of empowerment through training musical sessions and counselling, even after the baby’s discharge [ 30 ]. Moreover, music therapy supports parents in rebuilding the relationship with their baby through intuitive vocal interactions, helping them to better cope with anxiety and stress [ 31 , 32 , 33 ].…”

Section: Music Therapymentioning

confidence: 99%

Sensory Stimulation in the NICU Environment: Devices, Systems, and Procedures to Protect and Stimulate Premature Babies

Vitale

Chirico

Lentini³

2021

Children

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Prematurity deprives infants of the prenatal sensory stimulation essential to their correct development; in addition, the stressful environment of the NICU impacts negatively on their growth. The purpose of this review was to investigate the effects of NICU noise pollution on preterm infants and parents. We focused on the systems and projects used to control and modulate sounds, as well as on those special devices and innovative systems used to deliver maternal sounds and vibrations to this population. The results showed beneficial effects on the preterm infants in different areas such as physiological, autonomic, and neurobehavioral development. Although most of these studies highlight positive reactions, there is also a general acknowledgement of the current limits: small and heterogeneous groups, lack of structured variable measurements, systematic control groups, longitudinal studies, and normative values. The mother’s presence is always preferred, but the use of music therapy and the devices analyzed, although not able to replace her presence, aim to soften her absence through familiar and protective stimuli, which is a very powerful aid during the COVID-19 pandemic.

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“…Some scholars have focused specifically on the rich variety of modes of engagement that infants, toddlers, and older children develop with instruments and sound-producing objects (e.g., Céleste et al, 1982; Filippa, 2009). Other researchers have contributed innovative perspectives on (a) music therapy and improvisation with infants (Filippa et al, 2020; Malloch et al, 2012), (b) improvisation among preschoolers (Flohr, 1985; Gratier & Magnier, 2012), and (c) meaningful musical experiences in Pillsbury and Reggio Emilia settings (Bond, 2015a, 2015b, 2018; Moorhead & Pond, 1978). In addition, other scholars have developed critical perspectives on musical activities and experiences in early childhood (Dansereau, 2015; Young, 2018), highlighting the functional role that musiclike behaviors play in driving different world-revealing processes (van der Schyff et al, 2016, 2018).…”

Section: Early Music Education Creative Pedagogies and The Primacy Of Actionmentioning

confidence: 99%

The Active Musical Room: Fostering Sensorimotor Discoveries and Musical Creativity in Toddlers

Acítores

Álvarez

Schiavio

2020

Journal of Research in Music Education

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In the current study, we investigate the implementation of a musical workshop in an early childhood education setting. The workshop is based on a shared space for musical creativity (the Active Musical Room) comprising six different musically relevant objects, which toddlers were free to explore and play with. Inspired by Delalande’s Pedagogie musicale d’éveil, the workshop was facilitated by a teacher who developed strategies to help the toddlers’ musical engagement. Data sources for this case study included semistructured interviews with the teacher and school principal, video recordings of each session, field notes and observations made by nonparticipant observers, and questionnaires completed by parents of the toddlers. Categories concerning three interrelated dimensions of interest emerged from our analyses: the decisions of the teacher, the affordances of the objects in the room, and the creative potential of each toddler. Although generalizations cannot be proposed given the nature of the study, our results point to the recursive interplay between the exploratory drive of the toddlers, their sensorimotor ability, and the constraints afforded by the environment in which they are situated (i.e., teachers, objects).

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Early vocal contact and music in the NICU: new insights into preventive interventions

Cited by 36 publications

References 132 publications

Defining Attachment and Bonding: Overlaps, Differences and Implications for Music Therapy Clinical Practice and Research in the Neonatal Intensive Care Unit (NICU)

Defining Attachment and Bonding: Overlaps, Differences and Implications for Music Therapy Clinical Practice and Research in the Neonatal Intensive Care Unit (NICU)

Sensory Stimulation in the NICU Environment: Devices, Systems, and Procedures to Protect and Stimulate Premature Babies

The Active Musical Room: Fostering Sensorimotor Discoveries and Musical Creativity in Toddlers

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