Music Early Learning Programs: Parental beliefs, aspirations and participation

Abad, Vicky

doi:10.14264/uql.2018.249

Cited by 2 publications

(1 citation statement)

References 97 publications

(243 reference statements)

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“…The strand reported in this article focuses on Australian families' use of music in the home when attending a MELP and entailed a collective case study of 29 families attending four MELPs. This article reports on a subset of five families investigated in-depth by the first author (Abad, 2018) in fulfillment of PhD studies. The case-study approach was collective and instrumental in purpose as it sought to understand the phenomenon of "music use in the home when attending a MELP through the lens of these families" experience (Stake, 2008).…”

Section: Methodology Methods and Techniquesmentioning

confidence: 99%

Laying the foundations for lifelong family music practices through Music Early Learning Programs

Abad

Barrett

2020

Psychology of Music

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To lay the foundations for lifelong musical practices, parents need to feel confident using music as a part of their everyday parenting. Music Early Learning Programs (MELPs) can empower parents to use music by laying the foundations for family-based active music-making. Little is known about why parents attend, however, what their aspirations are for their child’s musical engagement now and in the future, or how attendance shapes the way they use music at home. This study investigated parental beliefs, aspirations, and use of music in the home by five families and identified MELP structures that support parenting. The longitudinal case study approach drew on ethnographic methods of data collection. Reasons for attending MELPs were a high value for music, belief that music supports child development, enriched family relationships, and social support. Parental hopes and aspirations from attendance included laying the foundations for lifelong engagement with music. Six MELP structures shaped the way parents used music in the home: voice leading, repertoire, models of interaction, models of attunement and emotional regulation, music use to structure behavior, and models of improvisation. Parental use of MELP experiences at home included singing, music to regulate, and music to scaffold learning.

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Section: Methodology Methods and Techniquesmentioning

confidence: 99%

Laying the foundations for lifelong family music practices through Music Early Learning Programs

Abad

Barrett

2020

Psychology of Music

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Parental Involvement in a Greek Early Childhood Music Program

Stamou,

Abad,

Troulou

2023

The Oxford Handbook of Early Childhood Learning and Development in Music

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This chapter discusses parental involvement in the context of the Baby Artist early childhood music program operating in Greece. Parents’ notions of their roles in the classroom as well as their musical and social behaviors and the way they influence children’s participation in the EC music classes are examined through the lens of a mixed-methods research study that took place in the context of the Baby Artist early childhood music program. Findings are presented and discussed to provide input on “styles” of parental participation, stimulate a discussion on the importance and complexity of the social and musical environment created by teachers, parents, and students in an EC music class, as well address that ways teachers and parents may work hand in hand to facilitate the young child’s musical growth.

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Music Early Learning Programs: Parental beliefs, aspirations and participation

Abstract: Book chapters Abad, V. (2017). Case Study: Managing business growth from the bottom upturning your small niche passion into a business (pp.180-199). In D. Thomas & V. Abad (Eds.

Cited by 2 publications

References 97 publications

Laying the foundations for lifelong family music practices through Music Early Learning Programs

Laying the foundations for lifelong family music practices through Music Early Learning Programs

Parental Involvement in a Greek Early Childhood Music Program

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