Exploratory Investigation into Parental Perceptions of Learning through Participation in an Early Childhood Music Class: A Qualitative Case Study

Abstract

The holistic nature of Early Childhood Education (ECE) is widely acknowledged, where an integrated curriculum framework is implemented in many settings to facilitate the emergence of learning dispositions. EC literature highlights the importance of music as a natural conduit to support children’s learning, evidenced by advancements in socio-emotional development, language, cognitive and motor skills (Kim &Kemple, 2011; Taggart, Alvarez & Schubert, 2011; Menzer, 2015; Costa-Giomi, 2015). This case study explores the possible learning benefits of participation in an EC music class with a responsive caregiver, thus reflecting the important relationships essential to facilitate a young child’s development. The analysis of learning was centred on a particular music class where parents and children engage together on a weekly basis. The literature pertaining to parental engagement informed by Attachment theory was examined. Additionally, the separate elements of musical contributions attributable to our holistic view of the child in both cognitive and social domains were investigated. A qualitative methodology was employed, where the data was generated from focus group engagements of participating parents, aligned with the Vygotskian hypothesis of the essential role of learning through engagement with others, which frames this research. The data analysis identified significant cohesion on the importance of music as a conduit to learning, particularly in language and social skills. The findings highlight the significance of the adult/child dyad in responsive engagement to facilitate learning. The different elements of music presented transference to other domains of learning, thus highlighting the importance of their inclusion in a holistic programme of EC education.