Affiliation:
1. Music Education, University of Southern California
Abstract
Abstract
Music learning and development in early childhood are foregrounded by children’s social interactions in homes, educational settings, and communities. As agentic beings, young children are known to bring their own dispositions, interests, and characteristics to the music that they experience, as they go about their daily lives. This chapter offers a commentary of the eleven chapters found in this section. Here, the commentator focuses on three emergent themes: spatiality, learning intentions and multimodality of children’s musical experiences, and conceptions of childhood, parenting, and music, and their role in our lives in a post-pandemic world. These three themes are discussed in light of recent work and theorizing on children’s wellbeing. Roberts’s (2010) wheel of wellbeing is proposed as a holistic model that early childhood music educators and researchers may adopt as they work with young children and their families.
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