The German Music@Home: Validation of a questionnaire measuring at home musical exposure and interaction of young children (original) (raw)
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Musical engagement among families with young children: a CMBI (V.972) study
Early Child Development and Care
Music experience in childhood has beneficial effects on early cognitive and linguistic development. Most children under the age of five experience music every day, with family members. Yet, few studies that have focused on Parental Musical Engagement (PME). The issue is there are but few psychometrically standardized measures that target PME. The Children's Music Behaviour Inventory (CMBI) developed by Valerio and Reynolds is the 'gold standard'. The current study translated CMBI to Hebrew, and surveyed 300 members of the general population. The study demonstrates that CMBI is culture free, and presents an updated set of norms for in-home musical behaviours of children 0-5 and parentinitiated musical engagement. The article illustrates CMBI itself, as providing an opportunity for parents to gain insight about the value of music engagement for children under five years of age, and come to an understanding about music as an essential component within the parent-child relationship.
Survey of the home music environment of children with various developmental profiles
Journal of Applied Developmental Psychology, 2021
Families with young children with and without developmental disabilities often create a musically rich home environment. Parent-child music engagement, like singing play songs, is associated with positive outcomes for children, parents, and their relationship. However, little is known about if the home music environment differs across diagnostic groups and if parent-child music engagement relates to parent-child affective attachment across families of diagnostically diverse children. Using an online questionnaire, the current study examined the home music environment of 340 families with young children with typical and atypical development. A variety of musical activities were common in all diagnostic groups. Diagnostic groups differed in active musical engagement, potentially relating to the differing phenotypes of various developmental disabilities. Parent-child music engagement was associated with parent-child affective attachment, even when controlling for relevant variables. Promoting musical engagement at home and through parent-child therapy may be an accessible way to support parent-child relationships.
Young children's musical activities in the home
The association between human speech, language and communication (SLC) and participation in music is manifest in music education and psychology literature in a number of ways. Research studies into young children’s SLC are numerous and policy focus on this area of children’s learning and development and their later literacy has been intense. By contrast there is a gap in research into young children’s musical worlds especially in the home, even though existing research shows the additional benefits of shared music activities over shared reading activities for children’s prosocial skills and music making for parent-child communication. This paper reports on a survey and interviews of parents carried out in England with a focus on the musical activities of children aged birth to five in the home. Contrary to previous studies, findings suggest that children participate in a range of spontaneous shared musical activities in the home daily. The factors that both promote and inhibit musical activities in the home for young children are highlighted. The study also shows that children are participating in a wide range of organised, structured musical activities outside the home. Research is needed to examine the quality of such activities and the appropriateness of formal musical activities for very young children to ensure that formality does not disturb spontaneity in young children’s musical worlds.
Early Childhood Research Quarterly, 2015
The benefits of early shared book reading between parents and children have long been established, yet the same cannot be said for early shared music activities in the home. This study investigated the parent-child home music activities in a sample of 3031 Australian children participating in Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) study. Frequency of shared home music activities was reported by parents when children were 2-3 years and a range of social, emotional, and cognitive outcomes were measured by parent and teacher report and direct testing two years later when children were 4-5 years old. A series of regression analyses (controlling for a set of important sociodemographic variables) found frequency of shared home music activities to have a small significant partial association with measures of children's vocabulary, numeracy, attentional and emotional regulation, and prosocial skills. We then included both book reading and shared home music activities in the same models and found that frequency of shared home music activities maintained small partial associations with measures of prosocial skills, attentional regulation, and numeracy. Our findings suggest there may be a role for parent-child home music activities in supporting children's development.
Construct Validity of the Children’s Music-Related Behavior Questionnaire
Journal of Research in Music Education, 2012
The purpose of this research was to investigate the construct validity of the Children’s Music-Related Behavior Questionnaire (CMRBQ), an instrument designed for parents to document music-related behaviors about their children and themselves. The research problem was to examine the hypothesized factorial structure of the questionnaire. From a national sample, parents of children 5 years old or younger returned 616 usable questionnaires. Items were parceled, and the model was subjected to a confirmatory factor analysis to assess the goodness of model-data fit for a one-factor solution using the parcels as indicators. Internal consistency of subscale reliability estimates ranged from α = .77 to α = .97. Three multiple fit indices suggested that the one-factor model adequately fit the data: standardized root square residual (.028), comparative fit index (.968), and Tucker-Lewis index (.955). Greater knowledge regarding parents’ observations of music’s role in children’s development may...
The impact of the home musical environment on infants’ language development
Infant Behavior & Development, 2021
There is strong evidence that musical engagement influences children's language development but little research has been carried out on the relationship between the home musical environment and language development in infancy. The current study assessed musical exposure at home (including parental singing) and language development in 64 infants (8.5-18 months). Results showed that the home musical environment significantly predicted gesture development. For a subgroup of infants' below 12 months, both parental singing and overall home musical environment score significantly predicted word comprehension. These findings represent the first demonstration that an enriched musical environment in infancy can promote development of communication skills.
Encouraging musical communication between babies and parents: report of a case study from Corfu
In Α.R. Addessi & S. Young (eds.) Proceedings of the 4th Conference of the European Network of Music Educators and Researchers of Young Children - MERYC 2009 (313-322). Bologna: Bononia University Press.., 2009
Establishing a good communication between parents and their children is a matter of concern for many new parents. Music can help considerably towards this direction, as it offers them a framework for a series of everyday and contingent activities and ways of interaction, such as moving, playing, singing songs and play-games, performing, making gestures, exploring sounds and at the same time exploring the world around them. Music offers them new pathways of communication and interaction with their babies. This paper reports on the practice developed by the researcher in a series of 11 lessons-meetings with babies accompanied by their mother or father, and the outcomes of those meetings. The aim of this project was to encourage musical communication between parents and their babies. The target group of the study was babies between 6 months and 2 years old. The study explores the reaction of babies to certain activities. It also looks at parents’ motivation techniques we applied in order to enhance the interaction of babies with music and through music with their parents. The case study took place in Corfu during the academic year 2008-2009. It reports on the musical activities we run and the impact they had upon infants on their musical development, their interaction with their mother/father, and their fun and entertainment during the music lesson.
The Music One-to-One Project: Developing approaches to music with parents and under two-year-olds
Detailed analyses of adult-infant interaction among some European and North American populations have revealed that it resides on characteristics such as synchronous timing, phrasing, pitch contours and variations of dynamic intensity that are essentially musical in nature. Moreover, this musicality of infancy is the medium which enables and supports the development of early communication. Observations of practice and interviews with 15 early childhood music practitioners in England suggested that a consensual version of practice has evolved around the collective rendering of playful songs and musical activities. However, this version of practice does not offer infant-appropriate musical experiences which might foster communicative musicality. The aim of the Music One-to-One project was to apply recent theories of infant musicality to practice. It was designed in three phases. A First Stage gathered information from parents and practitioners about their current practices in music at home and in early childhood settings and their views and beliefs towards music. It was considered important to take account of what parents and practitioners already think and do if the designed approaches were to be relevant, accessible and practical. A Second Stage, moving through cycles of plan and review, explored practical approaches which blended what we had learnt of parents’ current practices, beliefs and views with the theories of infant musicality. Although the groups of participating parents were small, final interviews suggested that some elements of the musical activity had influenced parenting practices in the home. A final Stage Three of the project actively sought to provide bespoke materials and professional development for interested parties.