Attitudes towards and Perceptions of the Rationale for Parent-Child Group Music Making with Young Children

Autor/inn/en	Pitt, Jessica; Hargreaves, David J.
Titel	Attitudes towards and Perceptions of the Rationale for Parent-Child Group Music Making with Young Children
Quelle	In: Music Education Research, 19 (2017) 3, S.292-308 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2016.1145644
Schlagwörter	Interviews; Teacher Attitudes; Parent Attitudes; Music Activities; Interdisciplinary Approach; Young Children; Community Programs; Family Programs; Foreign Countries; Social Development; Emotional Development; Teaching Methods; Child Rearing; Family Environment; Parent Child Relationship; Child Care Centers; Professional Personnel; Attitude Measures; United Kingdom (England) + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Lehrerverhalten; Elternverhalten; Musikalische Aktion; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Frühe Kindheit; Family program; Familienprogramm; Ausland; Soziale Entwicklung; Gefühlsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Kindererziehung; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Personalbestand
Abstract	This paper presents the findings of an interview study (phase one of a three-phase doctoral research project) that attempted to establish practitioners' and parents' views of why parent-child group music making activities are offered in interdisciplinary Children's Centres in England for the 0-3 years age range. These settings are community hubs where a range of services is available for families with children under five. The responses of individual parents and practitioners (total 20) to a standardised interview schedule gave rise to eight main themes: "social," "emotional," "learning," "teaching," "parenting," "musical," "links-to-home," and "organisational." Practitioners emphasised the learning and development benefits, whereas parents were more concerned about the social and emotional reasons for attending music groups. Practitioners and parents both emphasised the emotional benefits that resulted from participating in musical activities. These findings suggest that socialisation may be multi-dimensional in the music group: between parent and child and amongst the wider group. Practitioners' knowledge of the benefits of music may not necessarily lead to appropriate pedagogical musical approaches and there are questions raised about musical "culture" and links to and from home. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01