Singing Practices in 10 Families with Young Children

The goal of this study is to describe participation in singing in 10 families with young children. Because singing communication between parents and children can provide a basis for a child's healthy development, I am interested to see the format and results of the study. One statement that immediately drew my attention, discussed book-reading replacing singing in toddlers. I feel that this is very true among members of my own family and friends. Later, the study examined the three main vehicles or methods through which singing was implemented in the participating families' homes. I was in strong agreement with all three: routines, tradition, and play being true. However, one question that this study brought about was whether or not these singing practices should be used for extra-musical purposes. On one hand, I think it is helpful that parents were engaging in musical activities with their children. Even if there are other goals at hand, the child will still receive some benefit. On the other hand, I now feel a strong desire to advocate to parents that singing practices and music education in the home should take place only for the pure sake of music. In effect, I feel as if music in the home as part of a routine is not necessarily a good thing if it is not practiced in the right way. For instance, if music is included only to calm a child down, it will not be beneficial. If music is incorporated in a routine way but strictly for the child's development, it will be much more effective.I was impressed with the case study-like nature of aspects of the experiment. For instance, three different families, each displaying one of the methods of implementing music in the home, took part in intensive interview sessions. It was interesting to note that parents participation in singing with their children was often directly related to the parent's past experiences. In closing, I agree that a parent is the child's first teacher. However, the study suggests that parents must undergo some sort of formal music training in order to provide meaningful musical experiences for their children. I do not feel that this is the case. Parents often know and are capable of more than they believe. The combination of communication and interaction between the parent and the school/community music educator should be sufficient for the parent to learn, ask questions, and receive ideas.