The Importance of Music in Early Childhood

Levinowitz, Lili M.

doi:10.2307/3399571

Cited by 17 publications

(24 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although musical development was identified most frequently as a goal for a music program, the other six domains emerged as additional utilitarian goals. This finding about utilitarian goals is consistent with the fact that music education scholars have highlighted the utilitarian aspects of child development, such as social, emotional, or cognitive development, involved in music education (Berger & Cooper, 2003;Cardany, 2004;Custodero & Johnson-Green, 2008;Hodges, 2000;Levinowitz, 1999;Scott-Kassner, 1999;Tarnowski, 1999;Tarnowski & Barrett, 1997;Trollinger, 2003). My findings are also in accord with a recent study by Nardo, Custodero, Persellin, and Fox (2006), who surveyed 293 early childhood professionals and found that most of the responses about beneficial experiences/outcomes of music could be categorized as creativity, enjoyment, mood regulation, teaching other subjects, cognitive skills, social skills, emotional well-being, and self-esteem.…”

Section: Discussionsupporting

confidence: 84%

“…Levinowitz (1999) pointed out that "some parents have found that they are at a loss trying to serve as their children's first music teachers" (p. 18). Custodero and her colleagues (2002) also commented that parents were unsure about parent-child interaction, stating, In the U. S. today, recordings of lullabies and classical music fill the shelves of music stores and "Mommy & Me" music classes abound in most urban and suburban settings, yet little is known about what parents are doing musically with their infants, and why.…”

mentioning

confidence: 96%

See 1 more Smart Citation

Parents’ Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

Youm

2013

Journal of Research in Music Education

View full text Add to dashboard Cite

The purpose of this study was to explore South Korean parents' understanding of and desires for music education for their children. Following a constructivist paradigm and qualitative research methodology, data collection involved in-depth interviews, observations, written questionnaires, family music materials, and the researcher's journals. The participants were 22 South Korean mothers whose children (younger than 5 years old) attended music programs in the Seoul metropolitan area. Data were analyzed by coding, description, constant comparison, inductive analysis, contextualization, negative case analysis, classification, and interpretation. Analyses revealed that these parents' goals for their children's participation in music programs included facilitating the child's development, enriching the child's life, preparing for future learning, and providing opportunities to play through music. They described the music programs according to the activities they observed or experienced but did not show deeper understanding about a program's philosophy or history. Family music practices indicated that the primary activities were singing, listening to music, playing instruments, and dancing/movement. Participants expressed the desire to learn music skills and knowledge not only for their children but also for themselves. The findings of this study demonstrate the necessity of education for parents of young children relating to various aspects of children's music education.

show abstract

Section: Discussionsupporting

confidence: 84%

mentioning

confidence: 96%

Parents’ Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

Youm

2013

Journal of Research in Music Education

View full text Add to dashboard Cite

show abstract

“…Levinowitz, 1998). Bu araştırmada, üç farklı müzikal geçmişe sahip ailede yetiştişen üç kız çocuğunu doğumundan itibaren iki yıl süresince gözlemleyerek çocukların müzikal gelişimleri incelenmiştir.…”

Section: Music Together® Programıunclassified

“…Sonuç olarak zengin müzik ortamı içinde yetişen iki çocuğun hiç müzik ortamına maruz kalmayan diğer çocukla aralarında şaşırtıcı farklar tespit edilmiş ve müzik ortamı sunulan iki çocucuğun müzisel becerilerinde önemli gelişmeler tespit edilmiştir. Dolayısyla erken çocukluk dönemine özgü öğrenme süreçlerini anlayarak çocuklara aileleleri ile birlikte yaşayabilecekleri müzik çevresi sunmak çocuğun her türlü gelişimine önemli katkı sağlamaktadır (Levinowitz, 1998).…”

Section: Music Together® Programıunclassified

An example of early childhood music education model and its effects on child development: Music Together® program<p>Bir erken çocukluk müzik eğitim modeli ve çocuk gelişimine etkileri: Music Together® programı örneği

Özeke

2017

HumanSciences

View full text Add to dashboard Cite

Children learn through games, imitation, and modelling and they acquire most of their learning experiences through their environment and interactions with adults and with other children. Child’s most intense learning experience happens during the period between 0 to 6, so called early childhood or preschool period. Thus, the abilities that can be gained in this period are considered to be important for child’s healthy growth. The effectiveness of music during this period is considered to develop not only children’s musical skills but non-musical skills as well. Therefore, to support children’s physical, cognitive, language, social and emotional development, the use of music and musical activities becomes more common during the early childhood period. In this study, on the basis of relevant research and observations, the objectives, philosophy and implementation of the Music Together® program were discussed and interpreted mentioning the importance of supporting early childhood music enriched environment and the importance of the family interactions to support acquiring the non-musical gains as well as the childrens’ musical acquisition. As a result, it is suggested that family-supported program models be implemented in school environments, especially adapted to pre-school curriculum or included in extracurricular activities, and disseminated in school environments. In this way, it is thought that it will make an important contribution to the development of children not only in terms of musical level but also in terms of formation of healthy families, individuals and communities. ÖzetÇocukların öğrenme yaşantılarının pek çoğu, oyun, taklit, model alma, çevreyle ve diğer yetişkin ve çocuklar ile girilen etkileşim yoluyla kazanılmaktadır. Erken çocukluk dönemi veya okul öncesi diye adlandırılan 0-6 yaş dönemi, bu öğrenme yaşantılarının en yoğun olduğu ve çocuğun her yönü ile gelişiminin çok hızla seyrettiği bir dönem olarak adlandırılabilir. Dolayısıyla, erken çocukluk döneminde kazandırılacak becerilerin, sağlıklı gelişim için önemli olduğu düşünülmektedir. Erken çocukluk döneminde müzik eğitimi ve etkinliklerinin bütünleştirilerek müzik becerileri yanında müzik dışı becerilerini de geliştirmek için kullanılması önerilmekte ve müziğin çocuğun gelişim alanlarıyla ilgili becerileri kazanmaya yardımcı olabileceği belirtilmektedir. Bu çalışmada, Music Together® programı örneğinde, programın amaçları, felsefesi ve uygulama biçiminden hareketle, erken çocukluk döneminde müzikle zenginleştirilmiş aile destekli bir ortam yoluyla çocukların ve ailelerin müzik dışı kazanımlar ve çeşitli beceriler edinebilmesi konusunda desteklenmesinin önemi ve yolları, ilgili araştırma ve gözlemler ekseninde tartışılarak yorumlanmıştır. Sonuç olarak, aile destekli bu tarz program modellerinin okul ortamlarında özellikle okul öncesi müfredatına uyarlanarak uygulanması veya ders dışı faaliyetler kapsamında yer almasının sağlanması ve bu tarz modellerin okul ortamlarında da yaygınlaştırılması önerilebilir. Bu yolla sadece müzikal gelişim açısından değil, sağlıklı aileler, bireyler ve toplum oluşturma açısından da çocukların gelişimine önemli bir katkı sağlayacağı düşünülmektedir.

show abstract

“…La figura del adulto en la iniciación musical es fundamental. En este aspecto contamos con experiencias como el programa Music Together, liderado por Lili M. Levinowitz, en el cual se constata con evidencia científica que la participación del adulto en las actividades musicales en esta primera infancia puede proporcionar los estímulos necesarios en las experiencias musicales, para nutrir las habilidades musicales del niño (Levinowitz, 1998 …”

Section: Introductionunclassified

La pareja educativa en el ámbito de la educación musical en la primera infancia (1-3 años). Educational pair in the sphere of musical education in early childhood (1-3 years-old).

Sanz

2017

ElGuiniguada

View full text Add to dashboard Cite

The Importance of Music in Early Childhood

Cited by 17 publications

References 0 publications

Parents’ Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

Parents’ Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

An example of early childhood music education model and its effects on child development: Music Together® program<p>Bir erken çocukluk müzik eğitim modeli ve çocuk gelişimine etkileri: Music Together® programı örneği

La pareja educativa en el ámbito de la educación musical en la primera infancia (1-3 años). Educational pair in the sphere of musical education in early childhood (1-3 years-old).

Contact Info

Product

Resources

About