Home Musical Environment Questionnaire

2014 ◽  
Author(s):  
Luc Nijs ◽  
Marc Leman
Keyword(s):  
Home Musical Environment

scholarly journals Music@Home: A novel instrument to assess the home musical environment in the early years

PLoS ONE ◽  
2018 ◽  
Vol 13 (4) ◽  
pp. e0193819 ◽  
Author(s):  
Nina Politimou ◽  
Lauren Stewart ◽  
Daniel Müllensiefen ◽  
Fabia Franco
Keyword(s):  
Early Years ◽  
Home Musical Environment

Home Musical Environment of Children in Singapore

2008 ◽  
Vol 56 (2) ◽  
pp. 101-117 ◽  
Author(s):  
Chee-Hoo Lum
Keyword(s):  
Music Education ◽  
Classroom Practices ◽  
Peer Groups ◽  
First Grade ◽  
Ethnographic Study ◽  
Popular Media ◽  
Media Culture ◽  
Musical Play ◽  
The Media ◽  
Home Musical Environment

The home musical environments of a class of 28 first-grade children in Singapore were examined in this ethnographic study. Technology was an integral part of the soundscape in the home. The musical repertoire gathered was closely associated with electronic and pop-influenced music, approaching the styles favored by teens and adults. Particular musical styles and selections that the families listened to and watched through the media also fueled these children with a sense of ethnic identity and nostalgia. Children's popular media culture was part of these children's broader social repertoire, creating a shared frame of reference for their musical play and generating cultural capital that was valued within their peer groups. Consideration of the various contexts in which these children learn about music, where their musical identities are being shaped under the influences of their techno-, media-, and ethnoscapes (dimensions proposed by Arjun Appadurai), has implications for music education classroom practices.

scholarly journals Multidimensional measurement of exposure to music in childhood: Beyond the musician/non-musician dichotomy

2017 ◽  
Vol 46 (4) ◽  
pp. 459-472 ◽  
Author(s):  
Hugo Cogo-Moreira ◽  
Alexandra Lamont
Keyword(s):  
Private School ◽  
Future Research ◽  
Music Listening ◽  
Public And Private ◽  
Music Psychology ◽  
Wide Range ◽  
Confirmatory Factor ◽  
Standardized Measure ◽  
Home Musical Environment ◽  
Music Activities

Much research in music psychology characterizes the music background of its participants in a dichotomous manner, labeling participants as “musicians” and “non-musicians” or professionals and non-professionals. However, this terminology is inconsistent from study to study, and even more sophisticated measures fail to accurately represent music experiences; moreover, there is no standardized measure suitable for use with younger participants. This article presents a new measure, the Exposure to Music in Childhood Inventory, for capturing the amount and type of exposure to music activities suitable for use with children. Children from public and private school, aged 5 to 13 years old ( N = 1006; M = 8.36 years old, SD = 1.5 years) completed the inventory, and through a combination of exploratory and confirmatory factor analysis a two-factor solution was obtained. The first factor includes personal music listening activities, home musical environment and the influence of television and the internet; the second reflects more social, active and public elements of music-making, playing an instrument and performing. This scale is suitable for use in a wide range of future research to more accurately assess the kinds of music activities children have access to in a dimensional way, which can have a bearing on their understanding of music.

scholarly journals The Impact of Music Training on the Cognitive Development of Preschool and Junior School Children: A Review of Research

2021 ◽  
Vol 18 (4) ◽  
pp. 751-769
Author(s):  
Larisa F. Bayanova ◽  
Daria A. Bukhalenkova ◽  
Alexandra G. Dolgikh ◽  
Elena A. Chichinina
Keyword(s):  
Cognitive Development ◽  
School Children ◽  
Positive Research ◽  
Music Training ◽  
Beneficial Effects ◽  
Music Lessons ◽  
Home Musical Environment ◽  
Concomitant Factors ◽  
The Impact ◽  
Listening And Speaking

The review presents the results of studies of the impact of music training on the cognitive development of preschool and junior school children. It is shown that music lessons can contribute to the development of reading, writing, listening and speaking as well as mathematical skills, memory, intelligence, and executive functions. After analyzing a number of relevant studies, the authors came to the following conclusions: (1) the impact of music lessons on the development of the cognitive sphere in children is associated with concomitant factors, such as: parental involvement in music lessons and home musical environment, age when a child begins to take music lessons and their duration, socioeconomic status of the family; and 2) it is systemic music training, which includes singing, playing musical instruments and solfeggio, that can have a beneficial effect on cognitive development. The mechanisms by which music training promote the cognitive development of children were also examined. While a vast body of work confirms the beneficial effects of music training in this regard, there are a number of studies showing no such effects. Special consideration is also given to the reasons why positive research results can be erroneous. In conclusion, the authors give recommendations for designing further research on this topic as well as for organizing music lessons for children of preschool and junior school age.

The development of music competencies in preschool children: Effects of a training program and the role of environmental factors

2018 ◽  
Vol 47 (3) ◽  
pp. 358-375 ◽  
Author(s):  
Caroline Cohrdes ◽  
Lorenz Grolig ◽  
Sascha Schroeder
Keyword(s):  
Environmental Factors ◽  
Training Group ◽  
Substantial Improvement ◽  
Language Training ◽  
Music Training ◽  
Musical Skills ◽  
Before And After ◽  
Home Musical Environment ◽  
High Level

The present study investigated the development and training of music competencies in children in transition from kindergarten to school. In an intervention study with three experimental groups (music training, language training, no training) we investigated music performances of N = 202 5-year-old children before and after a period of 6 months. Results indicate substantial improvement in several low- and high-level musical competencies independent of children’s participation in one of the training groups. In addition, the music training group improved significantly more in their tonal discrimination, rhythm repetition, and synchronization skills compared to the no-training group. Results show that children in the language training group also improved in their music skills, which indicates noticeable overlap between these two domains. By contrast, interindividual differences in potentially relevant environmental factors, such as home musical environment and their socioeconomic status, did not affect children’s musical skills. By disentangling music training effects from musical experience based on informal exposure, the present findings contribute to the understanding of the development of various music competencies and to the effects of musical trainings in preschool.

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