The impact of a community‐based music program during infancy on the quality of parent–child language interactions

Abstract

The early language environment, especially high‐quality, contingent parent–child language interactions, is crucial for a child's language development and later academic success. In this secondary analysis study, 89 parent–child dyads were randomly assigned to either the Music Together® (music) or play date (control) classes. Children were 9‐ to 15‐month old at baseline, primarily white (86.7%) and female (52%). Measures of conversational turns (CTs) and parental verbal quality were coded from parent–child free play episodes at baseline, mid‐intervention (month 6), and post‐intervention (month 12). Results show that participants in the music group had a significantly greater increase in CT measures and quality of parent verbalization post‐intervention. Music enrichment programs may be a strategy to enhance parent–child language interactions during early childhood.