{"id":621,"date":"2020-04-23T20:47:58","date_gmt":"2020-04-23T19:47:58","guid":{"rendered":"https:\/\/research.kent.ac.uk\/upgrade-rocs\/?p=621"},"modified":"2020-08-21T14:00:33","modified_gmt":"2020-08-21T13:00:33","slug":"emerging-musicality-during-the-pre-school-years-a-case-study-of-one-child","status":"publish","type":"post","link":"https:\/\/research.kent.ac.uk\/rocs\/emerging-musicality-during-the-pre-school-years-a-case-study-of-one-child\/","title":{"rendered":"Emerging musicality during the pre-school years: A case study of one child"},"content":{"rendered":"

More about Dr Michael Forrester<\/a>
\nFull text of paper<\/a><\/p>\n

About\u202f\u00a0<\/span><\/h3>\n

Within developmental psychology, researchers have long been interested in the development of musicality in the pre-school years and how it relates to social<\/span>, emotional and cognitive development. From a very early age, babies show evidence of musicality, such as response to rhythm and an interest in co-participation. As toddlers, children often show spontaneous musical activity, for example in the form of spontaneous <\/span>song singing<\/span>.\u00a0<\/span>\u00a0<\/span><\/p>\n

The extent to which musical development is related to cognitive and social development remains unclear and much less is known about the specific details of everyday musicality. In this longitudinal case study, Dr Mike Forrester examines musical development in one child during the pre-school years<\/span> (between the ages of 1 year and 3 years 10 months)<\/span>.\u00a0<\/span>\u00a0<\/span><\/p>\n

Research objectives\u00a0<\/span><\/h3>\n

This research examines <\/span>instances of musicality and <\/span>aims to contribute to the emerging literature emphasising the interpersonal dynamics of early musicality<\/span>, looking at:<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0What form everyday musicality in the pre-school years takes<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0What function everyday musicality might have<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0How people around the child respond to these practices<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0To what extent the child shows an awareness of music making as a social practice<\/span>\u00a0<\/span><\/p>\n

Programme and methodology\u00a0<\/span><\/h3>\n

\u2022 \u00a0Longitudinal case study<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a031 digitised video-recordings during meal-times<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Music-related behaviours were analysed (<\/span>repetitive rhythmic movement; repetitive sound\/song events <\/span>;<\/span>singing; percussive actions; song-play and related rhyt<\/span>hmic play patterns of behaviour)<\/span>\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Conversation analysis<\/span>\u00a0<\/span><\/p>\n

Findings<\/h3>\n

\u2022 \u00a0Number of <\/span>(spontaneous) <\/span>musicality-related events increases over time<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Musical behavior is treated as musical from 1y6m.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Three phases <\/span>of development <\/span>are distinguished: <\/span><\/p>\n

\u00a01. rhythmic interaction with a partner<\/span> (1.5-2yo)<\/span>
\nMusicality serves a function of affective-emotive bonding between parent and child, turn-taking practice<\/span><\/p>\n

2. \u00a0Musicality with reference to word play and repetition & imitation <\/span>(2-2.5yo)<\/span>
\nA relationship between musicality and word articulation<\/span> & sentence construction<\/span> is apparent<\/span>
\nInterpersonal dimension of musicality is important. Musicality as communication (e.g. using singing to interrupt others)\u00a0 <\/span><\/p>\n

3. Self-focused play musicality involving narrative play and dialogue<\/span> (2.5-3.10yo)<\/span>
\nmusicality can be used to indicate disagreement and irony<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Over the first 4 years children become increasingly independent musically, and musicality <\/span>seems to be closely related to word-formation<\/span>,<\/span> word-play<\/span> and story-telling. In the 2<\/span>nd<\/span> and 3<\/span>rd<\/span> phase music is used to get attention and to challenge the interaction partner.\u00a0<\/span>\u00a0<\/span><\/p>\n

Impact<\/h3>\n

\u2022 \u00a0The findings offer new and important insight<\/strong> on the role of musicality for the developing child:<\/span><\/p>\n

\u2022 Note: c<\/span>aution needs to be taken when generalising the results of a single case study to children in gener<\/span>al.<\/span><\/p>\n

\u2022 \u00a0This study offered <\/span>new and important information for parents, caregivers and educators:<\/span><\/b><\/p>\n

\u2022 \u00a0<\/span><\/b>The study highlights<\/span>\u00a0when <\/span>parents\/carers first acknowledge <\/span>musicality in the<\/span> child<\/span>, how it develops in the pre-school years and how it can play a role in social and cognitive development.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0 <\/b>These\u00a0<\/span>findings can be extended to <\/span>a school environment and can have interesting implications for the inclusion and encouragement of musical practice in the classroom. As illustrated, musicality can stimulate story-telling, word-play as well as serving a social and communicative function, which could be beneficial in a classroom environment.\u00a0<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

More about Dr Michael Forrester Full text of paper About\u202f\u00a0 Within developmental psychology, researchers have long been interested in the development of musicality in the pre-school years and how it relates to social, emotional and cognitive development. From a very early age, babies show evidence of musicality, such as response to rhythm and an interest […]<\/p>\n","protected":false},"author":610,"featured_media":636,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[21],"tags":[],"class_list":["post-621","post","type-post","status-publish","format-standard","hentry","category-language"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/621","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/users\/610"}],"replies":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/comments?post=621"}],"version-history":[{"count":1,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/621\/revisions"}],"predecessor-version":[{"id":2793,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/621\/revisions\/2793"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media\/636"}],"wp:attachment":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media?parent=621"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/categories?post=621"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/tags?post=621"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}