Longitudinal Research on Music Education and Child Development: Contributions and Challenges

Abstract

Based on a comprehensive analysis of 39 studies published in academic journals in the past decade (2010–2020), this article discusses the strengths of current research and the challenges that lie ahead for researchers interested in conducting longitudinal research on music education and child development. Among the strengths of the reviewed studies are multi-year projects, diverse study samples and programs, and a wide range of areas of interest—cognitive and neural to socioemotional and musical development. Challenges for future research are described in relation to three main perspectives. The methodological, the first perspective, tackles future challenges in terms of research approaches, population sampling, randomization, replication, and the lack of cross-cultural longitudinal research. The second perspective, the conceptual-philosophical, focuses on how children, music, and music education have been defined—in deliberate or tacit ways—in longitudinal works, and their implications for both research and practice. The third perspective, the political, focuses on the extent to which research on the effects of music education may be interpreted by some as promoting a neoliberal educational agenda. I conclude the article with suggestions for future research.

Habilidades musicales y cognitivas en niños/as de entornos desfavorecidos

“…Our study explored the associations between musical and cognitive abilities on low SES children. The findings of weak relations between these abilities meet those from studies with higher SES children (e. g. Swaminathan et al, 2017;Swaminathan & Schellenberg, 2018;2020), Our analyses suggest distinctive abilities, in favor of the perspectives of multiple intelligences (Gardner, 1983) and of modularity (Peretz, 2009). Therefore, it is important to recognize different abilities as different potentials that children can explore.…”

“…Musical abilities of children with low SES improved with training (Habibi et al, 2018;Ilari et al, 2016). Yet, the few studies exploring specific relations between musical abilities and SES in childhood found no such relation (Degé et al, 2015;Swaminathan & Schellenberg, 2019;2020). This may be interpreted as additional evidence in favor of the independence of musical and cognitive abilities.…”

“…Associations between musical ability and general intelligence suggest that the two constructs are related. However, some studies show that those correlations are not strong (< .50) (e.g., Arenas et al, 2016;Norton et al, 2005;Swaminathan et al, 2017;Swaminathan & Schellenberg, 2018;2020). High-and average-IQ individuals may have low musical ability (Peretz, 2008;Sergeant & Thatcher, 1974) and some individuals with excellent musical ability have cognitive developmental disabilities (Treffert, 2009;Young & Nettelbeck, 1995).…”

“…Another line of thought has focused on group differences, such as differences in age or musical training (e.g., musicians versus non-musicians) and has proposed that human abilities throughout the life span are plastic and amenable to change (Benítez et al, 2021;Doidge, 2007). Psychological and neuroscientific approaches have pointed to numerous benefits of music education and training in different areas of children's development, exploring these effects on their non-musical skills (e.g., Ilari 2020;Swaminathan & Schellenberg 2019). Even if findings of near and far transfer effects are called into question, the concept of plasticity of human abilities is appealing, as it gives hope to potential benefits of education.…”

Does music training enhance auditory and linguistic processing? A systematic review and meta-analysis of behavioral and brain evidence

“…(6) Randomization: randomized or non-randomized group assignment (dichotomous variable). Random assignment is an important methodological aspect to establish causation, as it prevents self-selection effects, thereby minimizing the effects of potential pre-existing differences between groups (e.g., Ilari, 2020;Schellenberg, 2020a).…”