Mattering through Music: A Community Psychology Study of the Ripple Effects of Music Therapy in Preschool

Abstract

Aims and background: To explore music therapy as special education at preschool level. The research has been carried out in a context where the relevance of music therapy is understood in light of children’s rights to inclusion and participation. Method: In two focus group interviews, preschool teachers, special education teachers and assistants described their experiences and use of music therapy. Data were analyzed through thematic analysis. Findings: The results indicate that music therapy facilitates contact, communication, sense of community and joy. When children receive music therapy as special education, the music is used actively by children and adults throughout the week for learning and participating in the preschool community. Implications: Special education provided in the form of music therapy can reduce exclusion and create an environment that promotes learning, development and participation in a community. The findings are discussed from a community psychology perspective. We use the term mattering, consisting of feeling valued and adding value, to shed light on important processes in relationships and on the interaction between music therapy provision and ordinary preschool provision. Keywords: music therapy, children, community psychology, mattering, participation, special education