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

Abstract

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.

Music early learning programs: Enduring outcomes for children and their families

“…Consideration of the potential for MELPs to contribute to parental health and well-being as outlined in the findings and other literature (Fancourt & Perkins, 2017;Gudmundsdottir & Gudmundsdottir, 2010;Kawase & Ogawa 2018) holds implications for local and national social health services in seeking to increase access to such programmes for parents, to promote social engagement, participation, and health and wellbeing (cf Fancourt & Finn, 2019).…”

Teen Mother and Child Experiences in a Parent-Child Music Program

“…Furthermore, parenting courses that emphasize reciprocal, behavior-based mother-infant interactions are most effective in changing behavior and promoting maternal sensitivity and responsiveness (Dunst & Kassow, 2008). As previously noted, music-based interactions align well with reciprocal, behavior-based mother-infant communication and there is a growing base of research that identifies parent-child music programs as successfully nurturing parent-child interactions (Edwards, 2011;McDonald et al, 2009), stimulating child developmental skills (Kelly, 2011), and supporting maternal wellbeing (Gudmundsdottir & Gudmundsdottir, 2010). However, there is limited literature specific to adolescent mothers.…”

“…Much of the literature focuses on mothers, particularly adult mothers. Cumulatively, research findings suggest that parent-child music programs can: 1) encourage engagement and bonding (Edwards, 2011;Lyons, 2000;Nicholson, Berthelsen, Abad, Williams, & Bradley, 2008;Oldfield, Adams, & Bunce, 2003;Oldfield & Bunce, 2001); 2) model parenting skills through children's music and movement activities (Burrell, 2011;Creighton, 2011;Kelly, 2011); 3) nurture parent-child interactions (Edwards, 2011;McDonald et al, 2009); 4) stimulate child developmental and social skills (Kelly, 2011;Nicholson, Berthelsen, Abad, Williams, & Bradley, 2008); and 5) support maternal wellbeing (Gudmundsdottir & Gudmundsdottir, 2010). Moreover, parent-child music programs have been well received by families from disadvantaged and marginalized circumstances (Cunningham, 2011;Kelly, 2011;Ledger, 2011;Nicholson et al, 2008).…”

“…However, there is limited literature specific to adolescent mothers. Exceptions included a 10-week music therapy course offered to adolescent mothers in Dublin Ireland (Cunningham, 2011); a 10-week music therapy program offered to disadvantaged parents that included some young mothers in Australia (Nicholson, Berthelsen, Abad, Williams, & Bradley, 2008), a 12-week program for Icelandic young mothers (Gudmundsdottir & Gudmundsdottir, 2010); and an 8-week program for 115 adolescent mothers in 11 Canadian communities was developed by McDonald et al (2009), which included singing amongst other activities. Informed by these studies, we developed and implemented a pilot parent-child music program in a local alternative school providing daycare and parental support for adolescent parents and their children.…”

Development and pilot of a positive measure of maternal mental health: The C-MEWS

“…Amongst other investigated factors that affect MWB are infant crying patterns (Russell and Lincoln, 2016), parenting style (Desjardins et al, 2008); caregiver support (Gurber et al, 2012); musical class interventions (Gudmundsdottir and Gudmundsdottir, 2010); preterm birth (Henderson, et al, 2016); infant sleep patterns (Hiscock and Wake, 2002;Roncolato and McMahon, 2013); mothers' physical activity and childcare provision (Kossek et al, 2008).…”