Parental Perceptions of Music in Storytelling Sessions in a Public Library

Abstract

This case study examines parent-carer perceptions of music in storytelling sessions provided in a public library to children under the age of 5, including what music activities and ideas parent-carers implemented in the home as a result of the sessions. Data were collected from parentcarer focus groups, along with interviews with the storyteller and observations by the researcher. Following a description of the storytelling sessions four themes that emerged from the focus group data are discussed: (1) music in storytelling sessions enhanced social interaction for children; (2) music focuses the children in storytelling sessions; (3) music is embedded in storytelling; and (4) sessions provided new ideas for music in the home and beyond.Keywords Music Á Storytelling Á Literacy Á Library programs Á Preschool Á ParentsHaving the songs and the [musical] instruments with the stories just makes it so much more engaging for the children. Sure they love the stories, but it's the songs that they take home and sing over and over. And afterwards [after the storytelling session] they're just so happy. This quote comes from Celia, mother of 3-year-old Jake, minutes after she and her son were involved in a storytelling session at their local public library. Celia was one of eight parent-carers who were part of focus group discussions with the researcher following attendance at storytelling sessions over a seven-week period. The aim of the research presented in this article was to determine how parent-carers viewed the use of music in storytelling sessions, and what music activities parent-carers reported that they took from storytelling sessions and implemented at home. Findings from the study are presented, followed by implications for parents and early childhood educators about the inclusion of music in storytelling activities.

‘Now can I watch my video?’: Exploring musical play through video sharing and social networking in an early childhood music class

“…Researchers and practitioners call for musical play to be both the basis of early childhood music education in educational settings (Lau & Grieshaber, 2010;Niland, 2009), and part of children's daily home lives (de Vries, 2009;Valerio et al 1998;Young, 2003b). The vital role of parents in early childhood music development has been explored and documented by researchers in the areas of parent involvement (Addessi, 2009;Denac, 2008;de Vries, 2005;Koops, 2011a;Lum, 2009), perceptions and attitudes (Cardany, 2004;Custodero, 2006;de Vries, 2008;Mallett, 2000;Wu, 2005), and behaviors in music settings (Berger & Cooper, 2003). These studies examine children's musical development and parental roles in a variety of settings; a clearer picture of at-home parental involvement in music helps music educators improve their instruction in class settings.…”

What is storytime good for and what makes storytime good? A survey of public library directors

“…Promoting engagement in reading and supporting children’s development have long been among the objectives for storytime programming held by children’s librarians in the USA and internationally (Celano and Neuman, 2001; De Vries, 2008; Goulding and Crump, 2017; Goulding et al, 2014; McKenzie and Stooke, 2012; Peterson, 2012). Given the emphasis placed on early literacy by library associations (International Federation of Library Associations, 2015; Public Library Association and Association for Library Service, 2019), organizations (Urban Libraries Council, 2007), and funding agencies (Institute of Museum and Library Services, 2013) in recent years, it is not surprising that the directors would identify children’s enjoyment of books and promotion of literacy skills as important aims for their own libraries’ programs for young children.…”

“…Our research team generated initial questions about the areas of storytime objectives, storytime outcomes and outputs, and library inputs and support based on a review of the literature. Because prior research points to some disconnect between parent and caregiver rationales for attending storytime and librarians’ goals when designing storytime programs (Celano and Neuman, 2001; De Vries, 2008; Goulding and Crump, 2017; Kewish, 1979; McKenzie and Stooke, 2012; Peterson, 2012), the questions within the objectives section of the survey were designed to help identify what directors perceive as the purposes of storytime and whether they place greater importance on storytime as a program to support children’s learning or as a patron entry point into other library services and programs. We then constructed questions to elicit the directors’ perceptions about whether storytime programming led to outputs and outcomes tied to the identified library objectives—for example, whether storytime programming attracts patrons from traditionally underserved groups and those who might not otherwise use library services (Hughes-Hassell et al, 2007; McKenzie and Stooke, 2007; Prendergrast, 2013) or results in increased circulation of library materials (Graham and Gagnon, 2013).…”

Efektifitas Terapi Mendongeng terhadap Kecemasan Anak Usia Toddler dan Prasekolah Saat Tindakan Keperawatan

“…Instrumen yang digunakan di buat berdasarkan ciri-ciri kecemasan berdasarkan teori kecemasan hospitalisasi pada anak dari Wong (2008) dan The Assesment of Anxiety States by Rating dari Hamilton (de Vries, 2008).…”