Lived experiences of first-time caregivers in early childhood music classes | Intellect Skip to content
1981
Volume 17, Issue 1
  • ISSN: 2516-1989
  • E-ISSN: 2516-1997

Abstract

While scholars are interested in parent perspectives on early childhood (EC) music education, the perspectives of first-time attendees and non-maternal caregivers are relatively unexamined. Using phenomenology as both a method and a theoretical frame, we followed ten caregivers (three fathers and seven mothers) as they engaged in their first experience accompanying their children to play-based, child-led EC music classes. Through analysis of pre- and post-interviews, biweekly e-mail check-ins, memos and field notes from observations, we distilled four essences of first-time experience: being family, fitting in, engaging with others and having fun. In this article, we describe each essence and offer interpretation through our lens as mothers, scholars and EC teachers.

Loading

Article metrics loading...

/content/journals/10.1386/ijmec_00041_1
2022-05-01
2024-04-20
Loading full text...

Full text loading...

References

  1. Bolton, Beth,, Reynolds, Alison,, Taggart, Cynthia,, Valerio, Wendy, and Gordon, Edwin. ( 1998), Music Play: The Early Childhood Music Curriculum, Chicago:: GIA Publications;.
    [Google Scholar]
  2. Bond, Vanessa L.. ( 2011;), ‘ Before they walk in the door: Environmental influences on musical ability in early childhood and implications for nurturing the nurturers. ’, Contributions to Music Education, 38:2, pp. 7389.
    [Google Scholar]
  3. Bujega, Clare T.. ( 2009;), ‘ Parental involvement in the musical education of violin students: Suzuki and “traditional” approaches compared. ’, Australian Journal of Music Education, 2009:1, pp. 1928.
    [Google Scholar]
  4. Cooper, Shelly, and Cardany, Audrey B.. ( 2012;), ‘ The importance of parents in early childhood music program evaluation. ’, in S. L. Burton, and C. C. Taggart. (eds), Learning from Young Children: Research in Early Childhood Music, Lanham, MD:: Rowman & Littlefield Education;, pp. 95111.
    [Google Scholar]
  5. Düvel, Nina,, Wolf, Anna, and Kopiez, Reinhard. ( 2017;), ‘ Neuromyths in music education: Prevalence and predictors of misconceptions among teachers and students. ’, Frontiers in Psychology, 8, https://doi.org/10.3389/fpsyg.2017.00629. Accessed 27 June 2022.
    [Google Scholar]
  6. Fancourt, Daisy, and Perkins, Rosie. ( 2017;), ‘ Associations between singing to babies and symptoms of postnatal depression, wellbeing, self-esteem and mother-infant bond. ’, Public Health, 145, pp. 14952, https://doi.org/10.1016/j.puhe.2017.01.016. Accessed 26 June 2022.
    [Google Scholar]
  7. Fancourt, Daisy, and Perkins, Rosie. ( 2018a;), ‘ The effects of mother–infant singing on emotional closeness, affect, anxiety, and stress hormones. ’, Music and Science, 1, https://doi.org/10.1177/2059204317745746. Accessed 26 June 2022.
    [Google Scholar]
  8. Fancourt, Daisy, and Perkins, Rosie. ( 2018b;), ‘ Maternal engagement with music up to nine months post-birth: Findings from a cross-sectional study in England. ’, Psychology of Music, 46:2, pp. 23851, https://doi.org/10.1177/0305735617705720. Accessed 27 June 2022.
    [Google Scholar]
  9. Fancourt, Daisy, and Perkins, Rosie. ( 2019;), ‘ Does attending community music interventions lead to changes in wider musical behaviours? The effect of mother–infant singing classes on musical behaviours amongst mothers with symptoms of postnatal depression. ’, Psychology of Music, 47:1, pp. 13243, https://doi.org/10.1177/0305735617742197. Accessed 27 June 2022.
    [Google Scholar]
  10. Finlay, Linda. ( 2008;), ‘ A dance between the reduction and reflexivity: Explicating the “phenomenological psychological attitude”. ’, Journal of Phenomenological Psychology, 39:1, pp. 132, https://doi.org/10.1163/156916208X311601. Accessed 27 June 2022.
    [Google Scholar]
  11. Finlay, Linda. ( 2013;), ‘ Unfolding the phenomenological research process: Iterative stages of “seeing afresh”. ’, Journal of Humanistic Psychology, 53:2, pp. 172201, https://doi.org/10.1177/0022167812453877. Accessed 27 June 2022.
    [Google Scholar]
  12. Gillies, Val,, Edwards, Rosalind, and Horsley, Nicola. ( 2017), Challenging the Politics of Early Intervention: Who’s ‘Saving’ Children and Why?, Bristol:: Policy Press;.
    [Google Scholar]
  13. Gordon, Edwin E.. ( 2013), A Music Learning Theory for Newborn and Young Children, , 2013 ed.., Chicago:: GIA Publications;.
    [Google Scholar]
  14. Hall, Mel,, Levy, Rachael, and Preece, Jenny. ( 2018;), ‘ “No-one would sleep if we didn’t have books!”: Understanding shared reading as family practice and family display. ’, Journal of Early Childhood Research, 16:4, pp. 36377, https://doi.org/10.1177/1476718X18809389. Accessed 27 June 2022.
    [Google Scholar]
  15. Hornbach, Christina M.. ( 2011;), ‘ Building community to elicit responses in early childhood music classes. ’, in S. L. Burton, and C. C. Taggart. (eds), Learning from Young Children: Research in Early Childhood Music, Lanham, MD:: Rowman & Littlefield Education;, pp. 6378.
    [Google Scholar]
  16. Hourigan, Ryan M., and Edgar, Scott N.. ( 2014;), ‘ Phenomenological research in music education. ’, in C. M. Conway. (ed.), The Oxford Handbook of Qualitative Research in American Music Education, Thousand Oaks, CA:: Sage Publications;, https://doi.org/10.1093/oxfordhb/9780199844272.013.009. Accessed 27 June 2022.
    [Google Scholar]
  17. Ilari, Beatriz, and Young, Susan. ( 2016), Children’s Home Musical Experiences across the World, Bloomington, IN:: Indiana University Press;.
    [Google Scholar]
  18. Irwin, Sarah, and Elley, Sharon. ( 2011;), ‘ Concerted cultivation? Parenting values, education, and class diversity. ’, Sociology, 45:3, pp. 48095, https://doi.org/10.1177/0038038511399618. Accessed 27 June 2022.
    [Google Scholar]
  19. Jensen, Tracey. ( 2018), Parenting the Crisis: The Cultural Politics of Parent-Blame, Bristol:: Policy Press;.
    [Google Scholar]
  20. Koops, Lisa H.. ( 2011;), ‘ Music play zone: An online social network site connecting parents and teacher in an early childhood music class. ’, in S. L. Burton, and C. C. Taggart. (eds), Learning from Young Children: Research in Early Childhood Music, Lanham, MD:: Rowman & Littlefield;, pp. 181212.
    [Google Scholar]
  21. Koops, Lisa H.. ( 2012a;), ‘ Music play zone II: Deepening parental empowerment as music guides for their young children. ’, Early Childhood Education Journal, 40:6, pp. 33341, https://doi.org/10.1007/s10643-012-0513-1. Accessed 27 June 2022.
    [Google Scholar]
  22. Koops, Lisa H.. ( 2012b;), ‘ “Now can I watch my video?”: Exploring musical play through video sharing and social networking in an early childhood music class. ’, Research Studies in Music Education, 34:1, pp. 1528, https://doi.org/10.1177/1321103X12442994. Accessed 27 June 2022.
    [Google Scholar]
  23. Koops, Lisa H.. ( 2014;), ‘ Songs from the car seat: Exploring the early childhood music-making place of the family vehicle. ’, Journal of Research in Music Education, 62:1, pp. 5265, https://doi.org/10.1177/0022429413520007. Accessed 27 June 2022.
    [Google Scholar]
  24. Koops, Lisa H.. ( 2017;), ‘ The enjoyment cycle: A phenomenology of musical enjoyment of 4- to 7-year-olds during musical play. ’, Journal of Research in Music Education, 65:3, pp. 36080, https://doi.org/10.1177/0022429417716921. Accessed 27 June 2022.
    [Google Scholar]
  25. Koops, Lisa H.. ( 2019), Parenting Musically, Oxford:: Oxford University Press;.
    [Google Scholar]
  26. Kuebel, Christa. ( 2017;), ‘ Overcoming barriers to adult participation in early childhood music education classes. ’, Perspectives, 12:1, pp. 48, https://doi.org/10.1386/IJMEC_0348_1. Accessed 27 June 2022.
    [Google Scholar]
  27. McCrae, Robert, and Sutin, Angelina. ( 2009;), ‘ Openness to experience. ’, in M. R. Leary, and R. H. Hoyle. (eds), Handbook of Individual Differences in Social Behavior, New York:: The Guilford Press;, pp. 25773.
    [Google Scholar]
  28. Mehr, Samuel A.. ( 2014;), ‘ Music in the home: New evidence for an intergenerational link. ’, Journal of Research in Music Education, 62:1, pp. 7888, http://www.jstor.org/stable/43900233. Accessed 27 June 2022.
    [Google Scholar]
  29. Moustakas, Clark E.. ( 1994), Phenomenological Research Methods, Thousand Oaks, CA:: Sage Publications;.
    [Google Scholar]
  30. Pfitzner, Naomi,, Humpherys, Cathy, and Hegarty, Kelsey. ( 2020;), ‘ Bringing men in from the margins: Father-inclusive practices for the delivery of parenting interventions. ’, Child and Family Social Work, 25:1, pp. 198206, https://doi.org/10.1111/cfs.12760. Accessed 27 June 2022.
    [Google Scholar]
  31. Pitt, Jessica, and Hargreaves, David J.. ( 2017;), ‘ Attitudes towards and perceptions of the rationale for parent–child group music making with young children. ’, Music Education Research, 19:3, pp. 292308, https://doi.org/10.1177/1321103X17706735. Accessed 27 June 2022.
    [Google Scholar]
  32. Pletka, Katie. ( 2021;), e-mail to author. , 24 September.
  33. Reynolds, Alison,, Valerio, Wendy,, Taggart, Cynthia C., and Salvador, Karen. ( 2020), Music Play 2: Early Childhood Music Engagement Plans, Chicago:: GIA Publications;.
    [Google Scholar]
  34. Rodriguez, Adrienne. ( 2019;), ‘ Parents’ perceptions of early childhood music participation. ’, International Journal of Community Music, 12:1, pp. 95110, https://doi.org/10.1386/ijcm.12.1.95_1. Accessed 27 June 2022.
    [Google Scholar]
  35. Saldaña, Johnny M.. ( 2015), The Coding Manual for Qualitative Researchers, , 3rd ed.., Thousand Oaks, CA:: Sage Publications;.
    [Google Scholar]
  36. Salvador, Karen. ( 2019;), ‘ Early childhood music making in educational settings: A comprehensive analysis of peer-reviewed research, 2000–17. ’, International Journal of Music in Early Childhood, 14:1, pp. 3569, https://doi.org/10.1386/ijmec.14.1.35_1. Accessed 26 June 2022.
    [Google Scholar]
  37. Savage, Sally. ( 2015;), ‘ Understanding mothers’ perspectives on early childhood music programmes. ’, Australian Journal of Music Education, 23:2, pp. 12739.
    [Google Scholar]
  38. Savage, Sally,, Williams, Kate E.,, Berry, Lorna, and Oreopoulos, Julia. ( 2020;), ‘ Parental perceptions of the Sing & Grow programme: Group music therapy building knowledge, confidence and social support. ’, Journal of Family Studies, 28:2, pp. 118, https://doi.org/10.1080/13229400.2020.1776755. Accessed 26 June 2022.
    [Google Scholar]
  39. Savage-Kroll, Camille. ( 2019;), ‘ Supporting parent-child bonding through relationship-based community music programmes: Description of an Elemental Music Pedagogy programme with young, at-risk mothers and their children. ’, International Journal of Community Music, 12:1, pp. 2734, https://doi.org/10.1386/ijcm.12.1.27_1. Accessed 26 June 2022.
    [Google Scholar]
  40. Sices, Laura. ( 2007;), ‘ Use of developmental milestones in pediatric residency training and practice: time to rethink the meaning of the mean. ’, Journal of Developmental and Behavioral Pediatrics, 28:1, pp. 4752, https://doi.org/10.1097/DBP.0b013e31803084c6. Accessed 27 June 2022.
    [Google Scholar]
  41. van Manen, Max. ( 2017;), ‘ But is it phenomenology?. ’, Qualitative Health Research, 27:6, pp. 77579, https://doi.org/10.1177/1049732317699570. Accessed 27 June 2022.
    [Google Scholar]
  42. Young, Susan. ( 2017;), ‘ Diverse parenting goals and community music in early childhood. ’, International Journal of Community Music, 10:3, pp. 26171, https://doi.org/10.1386/ijcm.10.3.261_1. Accessed 27 June 2022.
    [Google Scholar]
  43. Young, Susan. ( 2018), Critical New Perspectives in Early Childhood Music: Young Children Engaging and Learning Through Music, Abingdon:: Routledge;.
    [Google Scholar]
  44. Young, Susan. ( 2019;), ‘ Music for mothers and babies: A view from alternative theoretical perspectives. ’, International Journal of Music in Early Childhood, 14:2, pp. 193209, https://doi.org/10.1386/ijmec_00005_1. Accessed 27 June 2022.
    [Google Scholar]
  45. Young, Susan. ( 2020;), ‘ Beware the neuromyths! A critical discussion on the “brainification” of early childhood music. ’, International Journal of Music in Early Childhood, 15:1, pp. 1124, https://doi.org/10.1386/ijmec_00009_1. Accessed 27 June 2022.
    [Google Scholar]
  46. Salvador, Karen, and Mayo, Whitney. ( 2022;), ‘ Lived experiences of first-time caregivers in early childhood music classes. ’, International Journal of Music in Early Childhood, 17:1, pp. 2546, https://doi.org/10.1386/ijmec_00041_1
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1386/ijmec_00041_1
Loading
/content/journals/10.1386/ijmec_00041_1
Loading

Data & Media loading...

  • Article Type: Article
Keyword(s): being family; engagement; enjoyment; fitting in; parenting; phenomenology
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error