Musical parenting in early childhood music education

a case of study

Authors

DOI:

https://doi.org/10.35699/2317-6377.2021.33071

Keywords:

Reasons, Perceived benefits, Parents, Early childhood music education, Musical interaction at home

Abstract

The way that parents support their children´s musical experiences are influenced by the social and cultural context. It is known that the frecuency and the kind of stumuli that is received by the children under two years is key for their further development. The main goal of this study was to explore the beliefs and reasons that push parents to enroll their children in early childhood music classes, and the possible relationships of these motivations and beliefs to the parent-child musical interactions at home. The results showed that the main reason why parents decided to support their children´s musical education was the perceived benefits that music could bring to their children. Additionally, this positive point of view it seems to be related to the frecuency that these parents and children engage in musical interactions.

Author Biographies

  • Mar Galera-Núñez, University of Sevilla, Spain

    She is a professor of piano, chamber music and solfege and music theory: Piano, Chamber Music and Solfeggio and Music Theory. She holds a degree in Art History from the University of Seville, an expert in Music Education Methods and Resources from the University of La Laguna and a PhD in Educational Sciences. She is a certified teacher of early childhood music education in the following programmes: Musica in Culla (Italy), IGEME (Spain) and GILM (USA). She belongs to the Department of Arts Education at the University of Seville (Spain) where she has been teaching since 2006. She is a member of the Didactic Research Group (GID). Her main lines of research are related to music education and artistic languages in education. She has participated as director and researcher in different research projects related to music education and has been a member of the scientific committee of different Educational Congresses. She is a member of the editorial and advisory board of the journals Espacio y Tiempo and Eufonía. She is also a reviewer for different journals related to music and art education: LEEME, Educación XX1, Pedagogía Social, Electronic Journal of Research in Educational Psychology, among others. She has almost a hundred published works including communications, journal articles, chapters and books related to music education.

  • Sara Carmona-Rodríguez, University of Sevilla, Spain

    Graduated from the University of Seville as a Music Education Teacher and graduated as a Primary Education Teacher, with a Master's Degree in Secondary Education and Baccalaureate, she is currently studying for a Doctorate in the Education programme at the University of Seville. She is also certified as an Early Music Education Teacher by the Gordon Institute of Music Education in Spain (IGEME). She has work experience as a specialist music teacher for the Early Childhood Education stage in several Early Childhood Education centres in the province of Seville within the Gongmusica project. She also has experience as an Early Years Educator in the well-known The Park Academy Childcare, a leading group of Infant Schools in Ireland, known for its pedagogy based on the Aistear-Siolta method, after which she obtained the FCE (B2) certificate from the British Institute of Seville, Cambridge Assessment English.

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Published

2021-07-04

Issue

No. 41 (2021): General Topics

Section

Articles in Portuguese/Spanish

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How to Cite

“Musical Parenting in Early Childhood Music Education: A Case of Study”. 2021. Per Musi, no. 41 (July): 1-18. https://doi.org/10.35699/2317-6377.2021.33071.

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