Parental Involvement in a Greek Early Childhood Music Program-Reference-Cited by-同舟云学术

Parental Involvement in a Greek Early Childhood Music Program

Published:2023-11-20 Issue: Volume: Page:336-350
ISSN:
Container-title:The Oxford Handbook of Early Childhood Learning and Development in Music
language:
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Author:

Stamou Lelouda¹,Abad Vicky²,Troulou Rafaela¹

Affiliation:

1. Music Science and Art, University of Macedonia

2. Music Therapy, University of Queensland

Abstract

Abstract This chapter discusses parental involvement in the context of the Baby Artist early childhood music program operating in Greece. Parents’ notions of their roles in the classroom as well as their musical and social behaviors and the way they influence children’s participation in the EC music classes are examined through the lens of a mixed-methods research study that took place in the context of the Baby Artist early childhood music program. Findings are presented and discussed to provide input on “styles” of parental participation, stimulate a discussion on the importance and complexity of the social and musical environment created by teachers, parents, and students in an EC music class, as well address that ways teachers and parents may work hand in hand to facilitate the young child’s musical growth.

Publisher

Oxford University Press

Reference62 articles.

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3. Abad, V., Barrett, M. S., & Welch, G. (2015). Parental motivations to enroll their children in Music Early Learning Programs. In J. Ginsborg, A. Lamont, M. Phillips, & S. Bramley (Eds.), Proceedings of the Ninth Triennial Conference of the European Society for the Cognitive Sciences of Music (pp. 163–164). Manchester: Royal Northern College of Music.

4. Addessi, A. R. (2009). The musical dimension of daily routines with under four children during diaper change, bedtime and free-play. Early Child Development and Care, 179(6), 747–768. https://doi.org/10.1080/03004430902944122