The Oxford Handbook of Early Childhood Learning and Development in Music

Abstract

Abstract Investigation of the role of music in early life and learning has been somewhat fragmented, with studies being undertaken within a range of fields with little apparent conversation across disciplinary boundaries, and with an emphasis on preschoolers’ and school-aged children’s learning and engagement. The Oxford Handbook of Early Childhood Learning and Development in Music brings together leading researchers in infant and early childhood cognition, music education, music therapy, neuroscience, cultural and developmental psychology, and music sociology to interrogate questions of how our capacity for music develops from birth, and its contributions to learning and development. Researchers in cultural psychology and sociology of musical childhoods investigate those factors that shape children’s musical learning and development and the places and spaces in which children encounter and engage with music. These issues are complemented with consideration of the policy environment at local, national, and global levels in relation to music early learning and development and the ways these shape young children’s music experiences and opportunities. The handbook also explores issues of music provision and developmental contributions for children with special education needs, children living in medical settings and participating in music therapy, and those living in sites of trauma and conflict. Consideration of these environments provides a context to examine music learning and development in family, community, and school settings including general and specialized school environments. Authors trace the trajectories of development within and across cultures and settings and identify those factors that facilitate or constrain children’s early music learning and development.