Relationships Among Musical Home Environment, Parental Involvement, Demographic Characteristics, and Early Childhood Music Participation

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1 University f Miami Schlarly Repsitry Open Access Theses Electrnic Theses and Dissertatins Relatinships Amng Musical Hme Envirnment, Parental Invlvement, Demgraphic Characteristics, and Early Childhd Music Participatin Adrienne M. Wills University f Miami, adrienne.m.wills@gmail.cm Fllw this and additinal wrks at: Recmmended Citatin Wills, Adrienne M., "Relatinships Amng Musical Hme Envirnment, Parental Invlvement, Demgraphic Characteristics, and Early Childhd Music Participatin" (2011). Open Access Theses This Open access is brught t yu fr free and pen access by the Electrnic Theses and Dissertatins at Schlarly Repsitry. It has been accepted fr inclusin in Open Access Theses by an authrized administratr f Schlarly Repsitry. Fr mre infrmatin, please cntact repsitry.library@miami.edu.

2 UNIVERSITY OF MIAMI RELATIONSHIPS AMONG MUSICAL HOME ENVIRONMENT, PARENTAL INVOLVEMENT, DEMOGRAPHIC CHARACTERISTICS, AND EARLY CHILDHOOD MUSIC PARTICIPATION BY Adrienne Wills A THESIS Submitted t the Faculty f the University f Miami in partial fulfillment f the requirements fr the degree f Master f Music Educatin Cral Gables, Flrida May 2011

3 2011 Adrienne M. Wills All Rights Reserved

4 UNIVERSITY OF MIAMI A thesis submitted in partial fulfillment f the requirements fr the degree f Master f Music RELATIONSHIPS AMONG MUSICAL HOME ENVIRONMENT, PARENTAL INVOLVEMENT, DEMOGRAPHIC CHARACTERISTICS, AND EARLY CHILDHOOD MUSIC PARTICIPATION Adrienne M. Wills Apprved: Stephen F. Zdzinski, Ph.D. Assciate Prfessr f Music Educatin Jyce A. Jrdan, Ph.D. Prfessr f Music Educatin Terri A. Scandura, Ph.D. Dean f the Graduate Schl Shannn K. de l'etile, Ph.D. Assciate Prfessr f Music Therapy Margaret A. Dnaghue, D.M.A Assciate Prfessr & Prgram Directr, Wdwinds

5 WILLS, ADRIENNE (M.M., Music Educatin) Relatinships Amng Musical Hme Envirnment, (May 2011) Parental Invlvement, Demgraphic Characteristics, and Early Childhd Music Participatin Abstract f a thesis at the University f Miami. Thesis supervised by Prfessr Stephen Zdzinski. N. f pages in text. (153) The purpse f this study was t examine the musical hme envirnment f preschl children aged 3 t 5 years enrlled in an early childhd music class. This study als examined hw the musical hme envirnment was affected by demgraphic characteristics, parental musical experience, and early childhd music instructin. Parents and primary caregivers (N = 103) f preschl children enrlled in three university-based early childhd music prgrams in Flrida, New Yrk, and Ohi were surveyed using a researcher-cnstructed measure, Parents Use f Music with Preschl Students (PUMPS). The PUMPS was intended t gather data related t demgraphic characteristics f the sample, participants experiences in early childhd music prgrams, the persnal music experience f participants and infrmatin abut hw music was used in the hme. Participants demnstrated that they prvided a rich musical hme envirnment fr preschl children, having a variety f musical interactins with their children n a weekly basis (i.e., singing, listening t music, playing instruments, mving t music, utilizing music class activities and cmpsitin) and had a variety f musical materials in their hmes including music instruments, musical tys, and music listening devices.

6 Participants reprted a higher frequency f singing, listening t music, and dancing in the hme and a lwer frequency f playing instruments, perfrming music class activities, and cmpsing r reading music. Mst f the sample had participated in music during their lifetime but the vast majrity f the participants did nt engage in musical activities at the time f the study. They did, hwever, value music and attend musical events. Factr analysis f the PUMPS subsets revealed three factrs fr musical hme envirnment (Music Interactins, Musical Materials, and Child Attendance at Musical Events), tw factrs related t parental music experience (Music Participatin and Value f Music), and ne factr related t Early Childhd Music Experiences. Several independent variables significantly predicted musical hme envirnment factrs. Musical Interactins were related t adult gender, child age, ethnicity, and parent valuing music. Musical materials in the hme were related t parental musical participatin and ethnicity, while n significant predictrs were fund fr child attendance at musical events. Ethnicity, child age, parental musical participatin, and musical materials accunted fr 37.8% f the variance in cmpsite musical hme envirnment scres, yielding a medium effect size.

7 ACKNOWLEDGEMENTS I am s grateful t all wh have supprted me thrugh the cmpletin f my thesis. Withut the supprt f many, this prject wuld nt have been pssible. I wuld first like t thank Dr. Stephen Zdzinski, the chair f my thesis cmmittee, fr his steadfast supprt and helpful guidance thrughut this prject. Thank yu fr yur willingness t give yur time, resurces, and enthusiasm t this prject frm beginning t end. I wuld als like t thank the members f my cmmittee: Dr. Jyce Jrdan, Dr. Shannn de l Etile, and Dr. Margaret Dnaghue fr yur helpful advice and supprt thrughut this prcess. I wuld als like t thank Dr. Dnna Brink Fx, Dr. Jy Gallifrd, and Dr. Peggy Bennett, Ticia Gingras, and all the teachers in the early childhd music prgrams fr their willingness t participate in the recruitment prcess fr this study. This prject wuld nt have been pssible withut yur supprt and resurces. Als, thank yu t all f the families wh agreed t take time ut f yur busy lives t participate in this study. Lastly, a heartfelt thanks t all my family, friends, and Nelsn Rdriguez fr the endless supprt, phne calls and pep talks. A special thanks t my peers at the Frst Schl f Music, especially Meredith Pzner, Kate Simn, and Gaile Stephens wh spent cuntless hurs wrking alngside me as this prject came t fruitin. Lastly, a heartfelt thanks t all my family, friends, and Nelsn Rdriguez fr the endless supprt, phne calls and pep talks. A special thanks t my peers at the Frst Schl f Music, especially Meredith Pzner, Kate Simn, and Gaile Stephens wh spent cuntless hurs wrking alngside me as this prject came t fruitin. iii

8 TABLE OF CONTENTS LIST OF TABLES... vi Chapter Page 1 INTRODUCTION... 1 Backgrund... 1 Need fr the Study... 4 Purpse f the Study... 8 Research Questins... 8 Delimitatins... 8 Definitins REVIEW OF LITERATURE Musical Hme Envirnment in Early Childhd Musical HE-PI with Schl Aged Children Parent Invlvement and Hme Envirnment in General Educatin Summary METHOD Participants Recruitment Ppulatin and Sample Selectin Cnsent Pilt Study Respnse Rate Respnding Participant Persnal Demgraphics Instrumentatin Demgraphic Infrmatin Parental Music Experience Early Childhd Music Experiences Musical Hme Envirnment Reliability Validity Data Cllectin Data Analysis RESULTS AND DISCUSSION Results Preschl Musical Hme Envirnment Participant Perceptins f Early Childhd Music Experiences Mst Enjyable, Interesting, and Challenging Aspects f Music Class Participatin Underlying Structure f the PUMPS iv

9 Predictrs f Musical Hme Envirnment Factrs Discussin Musical Hme Envirnment Parental Music Experience Early Childhd Music Experiences Underlying Factr Structure f the PUMPS Predictrs f Musical Hme Envirnment Limitatins CONCLUSIONS AND RECOMMENDATIONS Purpse and Aims f the Study Summary f the Methd Summary f the Main Findings Cnclusins and Implicatins Fr Instructin Recmmendatins fr Replicatin and Future Research REFERENCES APPENDICES A. PARTICIPANT REQUEST LETTER B. TO PARENTS FOR PHONE INTERVIEWS C. PHONE INTERVIEW RECRUITMENT SCRIPT D. CONSENT LETTER FOR PAPER SURVEY DISTRIBUTION E. CONSENT LETTER FOR PHONE INTERVIEWS F. PARENTS USE OF MUSIC WITH PRESCHOOL STUDENTS... (PUMPS) G. SURVEY SPECIFICATIONS MATRIX FOR THE PUMPS H. MUSICAL INTERACTIONS IN THE HOME PERCENTAGES I. EARLY CHILDHOOD MUSIC EXPERIENCE PERCENTAGES v

10 LIST OF TABLES Table Page 1 Persnal Demgraphic Characteristics f Participants Musical Interactins in the Hme Means Musical Materials in the Hme Percentages Musical Activity and Genre Preferences Percentages Parental Music Experience Characteristics Means Early Childhd Music Experience Means Mtivatin t Enrll in and Early Childhd Music Class Percentages Mst Enjyable Aspect f Music Class Participatin Percentages Mst Interesting Aspect f Music Class Participatin Percentages Mst Challenging Aspect f Music Class Participatin Percentages Pattern Matrix fr Musical Hme Envirnment Structure Matrix Fr Musical Hme Envirnment Pattern Matrix Fr Parental Music Experience Structure Matrix fr Parental Music Experience Factr Matrix fr Early Childhd Music Experiences Pattern Matrix fr Cmbined Factr Analysis Structure Matrix fr the Cmbined Factr Analysis Predictrs f Musical Hme Envirnment Factr: Musical Interactins Predictrs f Musical Hme Envirnment Factr: Musical Materials Predictrs f Musical Hme Envirnment Factrs Cmbined Cmparisn f Factrs frm the HOMES, PIHEM, and PUMPS vi

11 Table 22 Musical Interactins in the Hme Percentages Early Childhd Music Class Experience Percentages vii

12 Chapter 1 Intrductin Backgrund In the life f a preschl child, the imprtance f the parent r primary caregiver is unparalleled. During this time, the parent assumes many rles including prvider, playmate, and teacher, hence; a parent is their child s first teacher is a plausible and ften-quted phrase. Parents als assume the respnsibility f shaping the hme envirnment (HE) where the child spends much f his time. A large bdy f research suggests that parent invlvement (PI) and hme envirnment thrughut childhd greatly influence future success. Slbda and Hwe (1991) discvered that nly 14% f students did nt need parental encuragement r supprt in music making. In anther article n the imprtance f parents in the musical develpment f a child, McPhersn (2009) states that parent invlvement in music can help students feel mre cmpetent and can fster a strng bnd between parent and child. The field f educatin has als acknwledged the imprtance f parent invlvement. Increasing parent invlvement partnerships with schls has been made a pririty in educatin in recent years. Fr example, in the Gals 2000 Educate America Act, gal number eight is every schl will prmte partnerships that will increase parental invlvement and participatin in prmting the scial, emtinal, and academic grwth f children (Gals 2000: Educate America Act, 1994). The recent N Child Left Behind Act f 2001 als acknwledges the imprtance f parent invlvement by mandating the establishment f parent invlvement practices in Title 1 schls in rder t receive 1

13 2 funding (N Child Left Behind Act f 2001, 2002). Many gvernment-funded prgrams including Head Start and Early Head Start have made parent and family invlvement a vital part f their educatinal framewrk. A substantial bdy f general educatin literature suggests PI is psitively crrelated with schl success, academic achievement, and schl readiness (Englund, Luckner, Whaley, & Egeland, 2004; Fan & Chen, 2001; Hng & H, 2005; Macrn, 1999; Miedel & Renylds, 1999; Parker, Bak, Griffin, Ripple, & Peay, 1999). Music researchers have fund psitive crrelatins between PI-HE, music retentin, plans t pursue music, music achievement, music aptitude, as well as cgnitive, affective, and perfrmance utcmes (Brand, 1986; Sichivista, 2004; Zdzinski, Gumm, Orzlek, Cper, Dell, Rinnert, Yap & Keith, 2008; Zdzinski, 1992; Zdzinski, 1996; Zdzinski, 2008). This research suggests that parents play a vital rle in the success f their child in many aspects f their schling and interests, including music. While mst f this research, especially research in general educatin, fcuses n schl-based invlvement (i.e., vlunteering, cnferences, and attendance at schl functins), PI is a multi-faceted cnstruct. Due t the variety f peratinal definitins f PI, research regarding PI and HE has prduced cnflicting results (Fantuzz, Tighe, & Childs 2000; Fan & Chen, 2001; Marcn, 1999; Miedel & Reynlds, 2000). T help clarify this issue, general educatin researchers have attempted t define parent invlvement via the creatin f framewrks t better describe the varius types f PI. Perhaps ne f the mst influential f these framewrks is by Epstein (1995) wh created a six-factr framewrk t describe varius types f invlvement interactins

14 3 between schls, cmmunities, and families. Researchers including Fantuzz (2000) have created scales t further define PI in early childhd educatinal settings. Music researchers have als created framewrks t define musical PI-HE. In a study n musical hme envirnment, Brand (1985) created the Hme Musical Envirnment Scale (HOMES). Factr analysis f this scale prduced fur musical hme envirnment factrs fr elementary children. Mre recently, Zdzinski (2008) created the Parent Invlvement and Hme Envirnment in Music scale (PI-HEM) that revealed seven PI-HE factrs. In additin t explring the varius types f PI-HE thrugh creatin f framewrks r factr analyses, general educatin researchers have fund that PI-HE is influenced by demgraphic characteristics. Differences in ethnicity, (Fan & Chen, 2001; Hng & H, 2005; Huntsinger, 2009; Keels, 2009) family cmpsitin, (Arnld, Zelj, Dctrff, & Ortiz, 2008; Fantuzz, 2000) and sciecnmic status (SES) (Arnld et al., 2008) have been significantly assciated with differences in PI. Parent gender (Huntsinger & Jse, 2009; Mcbride, Dyer, Liu, Brwn, and Hng, 2009), parental educatin level (Arnld et al., 2008; Castr, Bryant, Peisner-Feinberg & Skinner, 2004; Englund et al., 2004; Fantuzz et al., 2000), and parent emplyment status (Castr et al., 2004) have als been shwn t significantly effect PI and HE. Music researchers have als studied several aspects f the hme envirnment f yung children. Several f these studies relate t the type and frequency f musical interactins that ccur in the hme. The majrity f this research is fcused n hmes with children under 3 years ld (Barrett, 2009; Custder, 2003; Custder, Britt & Brks-Dunn, 2003; De Vries, 2007).

15 4 Current research suggests that musical hme envirnment is influenced by several factrs. Just as general educatin researchers discvered, music researchers fund that demgraphic characteristics affect PI-HE (Custder et al., 2003; Zdzinski, 1992; Zdzinski, 1996; Zdzinski et al., 2008). Anther factr that has been shwn t influence musical hme envirnment is the persnal musical experience f the parent. Research suggests that parents with a rich musical backgrund r thse currently invlved in music prvide mre musical experiences fr their yung children (Custder, 2003; Gallifrd, 2003; Kelly & Suttn-Smith 1987; Zdzinski, 2008). Need fr the Study PI and HE are vital t the success f a child. Althugh an extensive amunt f research has been dne n these tpics, several aspects f PI-HE have nt been explred. As mentined abve, PI is multi-faceted and varius types f PI-HE have been shwn t have varying utcmes. This makes findings difficult t generalize. Because researchers have fund that the effect f PI changes with child age, (Custder et al., 2003; Fantuzz et al., 2000; Zdzinski, 1992; Zdzinski, 1996) there is a need t study varius age grups. In fact, many current researchers have als identified the need fr studying varius age grups when investigating PI-HE. Because mst f the early childhd music research currently available explres PI with infants, further studies are needed with a fcus n preschl-aged children. Anther gap in the current bdy f research is the lack f scales with adequate reliability and validity t measure parent invlvement r hme musical envirnment in children under five. In studies cnducted with schl-aged children, several scales have been created including the HOMES (Brand, 1985), The PIM (Zdzinski, 1992), and the PI-

16 5 HEM (Zdzinski, 2008). Researchers prvided evidence f adequate validity and reliability fr these measures. Nne f these studies, hwever, are designed fr children f preschl ages. Withut reliable measures available, it is difficult t assess the scial characteristics f invlvement and musical hme envirnment fr preschl children. Yet anther gap fund in the current bdy f research is the absence f a musical hme envirnment framewrk fr preschl children. The creatin f a framewrk assists researchers in further defining PI. Creatin f such a framewrk, thrugh factr analysis f a PI-HE measure fr this age grup, wuld benefit the research field by mre clearly defining musical PI-HE fr preschl children. One type f parent invlvement nt ften researched is parental participatin in instructin. This is likely due t the fact that this type f invlvement is nt typically an ptin in traditinal educatin settings. One area in which PI is very cmmn is in early childhd music prgrams. Because parents ften physically participate in early childhd music instructin with their children, they t are likely t gain music knwledge and skills. Several early childhd music educatrs suggest that this experience between child and caregiver is f great value. Furthermre Levinwitz (1998) suggests that frming psitive cllabratins between educatrs and caregivers can have a significant impact n a child s verall grwth and develpment. Several music researchers and educatrs suggest that early childhd music classes may enhance the hme musical envirnment. Kenneth K. Guilmartin (1999), creatr f Music Tgether, claims that children develp a dispsitin fr music making frm their parent r primary caregiver. Therefre, he suggests an envirnment shuld be

17 6 created t invlve parents mdeling apprpriate musical tasks. He believes that the primary gal f the early childhd music educatr is t give parents tls t use with their children in the hme. Early childhd is cnsidered a critical time perid is critical fr later music develpment (Levinwitz, 1998). Grdn (2003) states that learning ccurring within the first five years f life frms the basis fr all future educatinal develpment. He als explains that ample pprtunities fr unstructured and structured activities in early childhd expand a child s capacity in later life when frmal instructin begins. De Gräzer (1999) suggests that participatin in early childhd music prgrams has benefits that g well beynd musical develpment. In her descriptin f a prgram initiated in Brazil, she explains that althugh the initial gals f the prgram were slely musical, as the prgram grew anther trend was revealed. She suggests that parents and children begin t cmmunicate and relate t each ther in a mre meaningful way as a result f music class participatin. Music educatin prfessinals seem t agree that early childhd music instructin has the ptential t enhance the musical hme envirnment. Hwever, n published research exists n the effect f early childhd musical instructin n hme musical envirnment. There is als a general lack f empirical research n parent perceptins f early childhd music instructin r their mtivatin t enrll their child in such a class. The study f parents and preschl children invlved in early childhd music prgrams wuld, therefre, explre a new facet f parent invlvement. This infrmatin wuld serve bth families invlved in music and the educatrs wh teach in similar settings.

18 7 Althugh several researchers have examined frequency f musical interactin as well as the crrelatin between PI-HE and parental musical experience, the results have been incnsistent. De Vries (2007), fund nly 18% f parents played r sang t their child daily, and 0% encuraged their child t make up sngs. These results are in direct cnflict with tw studies by Custder wh shwed 60% and 69% f participants, respectively, sang t their children daily (Custder et al., 2003; Custder, 2003). This dramatic disparity in results is surprising, especially because De Vries used a mdified versin f Custder s survey instrument. This culd ptentially be due t the fact that De Vries cnducted his study at ne schl in Australia and Custder surveyed parents frm acrss the United States. The results f Custder (2003) als cnflict with a study by Ilari (2002). Ilari fund n significant crrelatin between the musical backgrund f the mther and the frequency f music making between mther and child r the mther s plans t d s after giving birth. A study by Gallifrd als fund that parental music experience did nt significantly effect the amunt f musical interactin in the hmes f children aged 3-5 (Gallifrd, 2003). T the cntrary, parents in the Custder (2003) study shwed that musical parents were mre likely t sing r play music fr their child. Als, Kelly and Suttn- Smith (1987) in a lngitudinal study f the musical experiences f three infants frm families with different levels f musical backgrund shwed that musical parents prvided mre musical pprtunities fr their child than nn-musical parents. Due t several gaps and incnsistencies utlined abve, mre research cncerning parent invlvement and hme envirnment will benefit the early childhd music field.

19 8 Purpse f the Study The purpse f this study was t examine the musical hme envirnment f preschl children aged 3 t 5 years ld enrlled in an early childhd music class. This study als examined hw the musical hme envirnment was affected by demgraphic characteristics, parental musical experience, and early childhd music instructin. Specifically the research questins are: 1. What are the characteristics f the musical hme envirnment (i.e., musical interactins and musical materials) and parental persnal musical experience? 2. What are the attitudes f parents invlved in early childhd music classes in regards t their level f satisfactin, their mtivatin fr enrlling their child, and their perceptin f the benefits f the music prgram in which their child is enrlled? 3. What d parents invlved in early childhd music classes perceive as the mst enjyable, mst interesting, and mst challenging aspects f their early childhd music prgram participatin? 4. What are the underlying factr structures f the musical hme envirnment, parental music experience, and early childhd music class experiences fr preschl children? 5. What independent variables (i.e., parental musical experience, early childhd classrm experiences, and demgraphic characteristics) best predict the musical hme envirnment factrs determined via research questin 4? Delimitatins This study investigates the musical hme envirnment amng parents whse preschl children were enrlled in an early childhd music prgram. The study invlved parents with children between the ages f 3-5-years-ld. Early childhd

20 9 prgrams selected were all university-based intact prgrams. Participants were drawn frm any ther types f early childhd music prgrams (i.e., cmmunity r private prgrams). Additinally, the parent cmpleted the tl used t assess hme envirnment therefre, use f music in the hme was nt directly bserved by the researcher. Definitins Early Childhd Music Prgram: Fr the purpses f this study, an early childhd music prgram was ne that uses a specific music enrichment curriculum taught ver a perid f n less than ten weeks at a time. An individual wh was trained in the curriculum must teach the classes. The curriculum included singing, playing instruments, mvement, and fcused listening. Parental Invlvement: This study examined tw different types f parent invlvement - parental participatin in early childhd music instructin and parental use f music in the hme. Hme Musical Envirnment: Musical hme envirnment will include: frequency f musical interactin between child and parent, types f musical activities that ccur in the hme (i.e., singing, mving t, listening t, writing and playing music), musical materials that are present in the hme, and frequency f attendance at musical events by family members.

21 Chapter 2 Review f Literature Varius parent invlvement (PI) and hme envirnment (HE) research was reviewed in preparatin fr this study. In these studies, research participants were parents r primary caregivers f infants thrugh senir high schl students. Althugh the verall bdy f research is great, a scarcity f music specific studies fcus n preschl-aged children. Als, while researchers have explred several different relatinships between PI-HE and academic utcmes, musical utcmes, and demgraphic characteristics, the findings have been incnsistent. Therefre, this review f literature examined three different areas f PI-HE research. The first sectin f the literature review fcused n musical PI-HE research with children under the age f five. This sectin prvides infrmatin n what aspects f musical PI-HE have been explred and what cnclusins can be drawn frm the results. Because f the paucity f music research with yung children related t PI-HE, the secnd sectin f this review reprts n the musical PI-HE research with schl-aged children (ages 5-18). This is largely due t the fact that researchers have mre extensively studied musical PI-HE with this ppulatin. Therefre, infrmatin n this research is included t highlight what the early childhd bdy f research is lacking and what areas require further study. The final sectin f the review describes general educatin PI-HE research cnducted with preschl children. Again, because f the lack f music research with yung children currently available, this sectin helps t reveal pssible trends fr further music research with yung children. 10

22 11 Musical Hme Envirnment In Early Childhd Researchers have studied several aspects f the musical hme envirnment f yung children. Several f these studies explre the type and frequency f musical interactins in the hme (Custder, Britt, & Brks-Gunn, 2003; Custder, 2003; Custder, 2006; De Vries, 2007; Ilari, 2002). Many studies als attempt t determine hw parental characteristics (i.e., persnal music experience r demgraphic characteristics) influence PI/HE (Custder, 2003; Custder et al., 2003; De Vries, 2007; Gallifrd, 2003; Ilari, 2002; Kelly & Suttn-Smith, 1987). Limited research relates t utside factrs that influence the musical HE f yung children, such as music instructin (Barrett, 2009). Frequency f musical interactins in the hme. In rder t explre the musical hme envirnment, researchers assessed the frequency f musical interactins that ccur in the hme. This infrmatin can then be used t explre hw ther variables (i.e., parental persnal music experience r demgraphic characteristics) influence these interactins. Custder cnducted several studies related t frequency f musical interactin in the hmes f yung children. In 2003, Custder cnstructed a survey called The Parent Use f Music with Infants Survey (PUMIS) that was used fr a large-scale study that explred assciatins between past r current musical experiences f parents and the frequency f playing and singing music in the hme (Custder, 2003). Randmly selected English-speaking parents f infants aged 4-6 mnths participated in the study (N = 2,250). Participants represented a variety f races, sciecnmic status levels, ages, and incme levels. Mst participants (73%) were wmen.

23 12 Custder (2003) fund that 64% f participants played music fr their infants and 69% sang fr their infants n a daily basis. Similar results were fund in a study by Custder, Britt, and Brks-Gunn (2003). Participants were 2,017 parents with children under age 3 frm the United States. Results revealed that 60% f parents were singing r playing music fr their child daily and 32% were ding s weekly which indicates that 92% f participants used music in their hme n a weekly basis. These tw studies suggest that the majrity f parents with children under 3-years-ld prvide daily musical interactin in their hmes (Custder et al., 2003). De Vries (2007) sught t explre musical practices in the hme f children under the age f 5 (N = 63) in Australia and utilized a mdified versin f the PUMIS. He did nt reveal what specific questins were in the survey r hw and if it was tested fr reliability r validity. Parents cmpleted the survey, and a subset f participants was selected fr a fllw-up fcus grup. This study fund that nly 18% f peple surveyed played music fr their child daily and 0 % encuraged their child t create their wn music. Results f this study cnflict with findings f Custder (2003) and Custder et al. (2003). Several reasns fr this cntrast are pssible. First, the number f participants and lcatin f the studies vary greatly. Als while Custder s surveys fcused n parents with children under 3, De Vries included parents with children up t age 5. Perhaps ne f the mre striking reasns fr these cnflicts is the lack f validity r reliability infrmatin prvided fr measures used t gauge musical hme envirnment.

24 13 Due t the cnflicts present in this area f the literature and the limited number f studies that explred this area f musical hme envirnment, mre research n the frequency f musical interactin in the hme is warranted. Research with preschl children specifically wuld be beneficial in rder t reveal if and hw interactin changes frm birth thrugh age 5. Factrs that influence musical interactins in the hme. After determining the frequency f musical interactin in the hme, many researchers then examined what factrs may influence these interactins. This type f research benefits bth researchers and parents in determining what type f hme envirnment may yield the mst musical interactins. Bth the Custder studies discussed abve, as well as thers, have examined these assciatins. The bdy f research related t yung children fcuses n several factrs including demgraphic characteristics, persnal musical experience f parents, and parental attitudes. Custder, Britt, and Brks-Gunn (2003) examined hw demgraphic characteristics including sci-ecnmic status (SES), child age, birth-rder, and parent gender influenced the frequency f musical interactins between parents and children. Findings f this study suggest that frequency f musical interactin is higher fr firstbrn children as cmpared t later-brn children. Child age and gender als influenced interactins fr this ppulatin. Mthers were twice as likely t sing fr yunger children than lder children and were als mre likely t sing r play music fr children than were fathers. This study als fund that, in general, frequency f musical interactin decreased with the age f the child. Furthermre, parents with mre than a high schl educatin were mre likely t sing r play fr children than thse wh received a high

25 14 schl educatin r less. Finally, mthers wh were emplyed sang t their children less than mthers wh did nt wrk (Custder et al., 2003). The findings frm this study suggest that demgraphic characteristics including age f the child, parent gender, child gender, SES and birth-rder can significantly influence frequency f musical interactin in children under 3. Althugh these results are intriguing, this study des nt explre interactins between preschl children and parents. It shuld als be nted that this is the nly study in this review that explred hw demgraphic characteristics influence the musical hme envirnment f children under age 5. Many researchers have explred assciatins between the persnal musical experience f parents and frequency f musical interactin in the hme. Custder (2003) explred these assciatins in her study f interactins between infants and parents. Results revealed that mre musically experienced parents have mre musical interactins with their infant. Custder fund higher levels f parental musical experience (i.e., whether they were sung t as a child, past r current participatin in chir r a musical grup, playing a musical instrument, r taking private music lessns) were psitively assciated with higher levels f music interactins in the hme (p <.01) (Custder, 2003). Interestingly, past musical experience als significantly influenced the type f music that was played fr r sung t infants. Specifically, parents wh recalled being sung t by their mther sang mre lullabies, made-up sngs, and ppular sngs than thse parents wh did nt recall being sung t. Parent s current musical experiences als influenced the type f music they presented t their infants. Fr example, parents wh

26 15 play an instrument were mre like t play classical, jazz, r wrld music fr infants and less likely t play rap music. Overall, this study prvided strng evidence that bth past and current parental music experience had the ptential t influence the type and frequency f musical interactins between parents and infants and thus, the hme envirnment. Because f the intimate nature f music making in the hme, ther researchers chse t cnduct lngitudinal bservatin studies using very few participants when explring assciatins between musical interactin in the hme and parental music experiences. Althugh case studies may nt be easily generalized t large ppulatins, they can reveal trends fr further study. Kelley & Suttn-Smith (1987) explred the cnnectin between parental musical experience and musical hme envirnment. The researchers cnducted a study that examined hw musicality was expressed in three families with infants, the features f infant early musical respnse and perfrmance, and the cntext in which musical behavir ccurred. This study fllwed three families with female, first-brn children frm birth t 24 mnths f age. The methd fr data cllectin was primarily bservatin, which fcused n any spntaneus musical actins f the child and the cntext in which they ccurred. Case I was a prfessinal, musically riented cntext in which bth parents were prfessinal musicians. Case II was a musically riented cntext in which parents were nt prfessinal musicians but music played a main rle in the family. Case III was a nn-musically riented cntext in which the parents did nt place a high value n music in the hme (Kelley & Suttn-Smith, 1987).

27 16 Lngitudinal bservatins f the three families shwed that the children in cases I and II develped many mre musical skills at yunger ages than the child in case III. Interestingly, the children in cases I and II apprached music frm a musical (i.e., meldic) base, meaning they tended t learn the meldy f a sng befre the wrds. The child frm case III apprached music frm a language base, and then incrprated rhythm. This child wuld learn the wrds, then be able t chant the wrds in the rhythm and finally, sing the meldy. Child I and II fllwed similar paths in vcal develpment and bth prduced clearly defined pitches befre age 2, which was nt the case fr child III. In general, parental influence was much mre clearly seen in the musical develpment f children in cases I and II than the child in case III. Therefre, this study suggests that the persnal musical experience f parents nt nly influences the type and frequency f musical interactin in the hme, but may als actually change hw a child learns music. By cntrast, Ilari (2002) interviewed mthers and pregnant wmen (N = 68) in Canada abut the frequency f singing and listening t music with their baby r their intentin t d s after giving birth. She als gathered infrmatin abut the mther s current and past musical backgrund. This study fund n psitive crrelatin between musical backgrund f the parents and the frequency with which they sang r played music fr their children, r their intentins t d s if they had nt yet given birth (Ilari, 2002). Much like Ilari, Gallifrd (2003) fund that parental music experience was nt related t musical interactins in the hmes f children aged 3-5. This study sught t determine if preschl music expsure at hme and at schl imprved linguistic- and

28 17 nn-linguistic skills. Parents were surveyed t determine hw ften the child was expsed t music in the hme. Interestingly, while parental music experience did nt significantly effect the hme musical envirnment, music expsure at hme was shwn t significantly imprve bth linguistic and nn-linguistic skills fr preschl children. These results cnflict with bth Custder (2003) and Kelley & Suttn-Smith (1987) wh fund that parental musical experience did have an impact n frequency f musical interactins. Methd and participant differences, as well as the fact that these studies were cnducted in different cuntries, culd have cntributed in these discrepancies. Fr example, Ilari is the nly researcher wh included pregnant wmen in the sample. It is pssible that pregnant wmen s intentins t engage in music making with their child are nt reliable. Nnetheless, incnsistent findings call fr additinal research in this area. Several ther studies have used the lngitudinal case study mdel t gain further insight int ther influences n musical parenting. Custder (2006) did yet anther study with a subset f the participants frm her study fr which she created the PUMIS (Custder, 2003). Ten families, wh tk the PUMIS, participated in an interview and bservatinal study. The purpse f this study was t ascertain the type and functin f music being used in the hmes f yung children. Seven f the children were girls and all f the children turned 3 befre r during the study. Parent interviews and jurnals were cllected alng with researcher ntes frm tw visitatins t the hme. Analysis f bservatin ntes, parent jurnals, and interviews revealed three majr trends related t

29 18 music in the hmes f tddlers. Findings suggest that music was mst ften used r enjyed in ne f three cntexts: everyday rutines, traditins, r play (Custder, 2006). Music was used in rutines in many ways. Several f the parents revealed that they ften used music t accmpany daily activities (i.e., bedtime, bathing, meals etc.) in rder t make the activities mre fun. Slightly less cmmn, sme families devted a part f their daily rutine t slely fcus n music making with their child. Other families explained that ften they simply made up sngs abut whatever they were ding. Music was als used as a means t hnr traditins. Fr example, many parents chse t use music in a similar way as their wn parents. This finding prvides further supprt fr the ntin that past parental music experience may influence parents musical interactins with their children. These families als used music as a way t hnr their musical heritage. Additinally, new traditins in the family were als centered arund music experiences. Finally, music was ften fund t be a part f play. Parents and children were ften seen interacting tgether and using bth spntaneus and learned sngs during play activities. All f the parents delineated play as the mst cmmn time fr them t use music in their hme. While several researchers have examined musical interactins in the hme, fewer have examined hw the hme envirnment is affected by utside influences. Barrett (2009) identified ways in which a yung child and his family incrprate musical engagement int their everyday lives. This lngitudinal study fllwed a ttal f 13 families, but this particular article fcuses n a single family f a male child 2-t-5-yearsld. The child attended a Kindermusik class weekly during the length f the study.

30 19 This is the nly research currently available that relates hme musical envirnment and parenting directly t participatin in an early childhd music enrichment curriculum. Barrett states that fr this family, participatin in an early childhd music enrichment prgram prvided parent educatin abut hw t use music in the hme. Barrett suggests that these findings warrant further study n the effects f early childhd music instructin n musical parenting (Barrett, 2009). She als suggested that this type f music instructin gives parents bth repertire and strategies s they may successfully incrprate music int their hme. The parent wh participated in the study als suggested that music played an imprtant rle in her child s language develpment. Music was als fund t be useful in regulating emtinal state and prviding pprtunities fr family bnding and unity. Finally, this study fund that music was ften embedded int traditins based n parental musical experience and daily rutines, similarly t Custder (2006). Implicatins. The survey f early childhd research related t musical hme envirnment yields several interesting findings. First, it appears music is ften an imprtant part f the daily lives f families. This is especially true f families with infants, with the majrity f parents singing t their children n a daily basis (Custder, 2003; Custder et al., 2003). Music is used in the hme in many ways, including during daily rutines, as an activity parents and children enjy tgether, r as a means t carry n traditins imprtant t the culture f the family (Custder, 2006; Barrett, 2009). There is als strng evidence that musical interactins in the hme are influenced by the past and current musical experiences f the parent (Custder, 2003; De Vries, 2007;

31 20 Kelly & Suttn-Smith; 1987). Many researchers have fund that parents with mre musical experience prvide a richer musical hme envirnment. Althugh these studies prvide imprtant infrmatin n the musical hme envirnment f children under age 5, there are als many gaps and incnsistencies in the research. The general lack f research with parents f children between the ages f 3 and 5 years ld has resulted in n valid and reliable scale t measure musical hme envirnment. Musical Hme Envirnment And Parent Invlvement with Schl-Aged Children Due t the lack f research n musical PI-HE invlving children frm birth thrugh age 5, this sectin f the review will explre musical PI-HE research invlving schl-aged children. This bdy f research is mre expansive and has yielded several imprtant trends related t musical parenting. Als, due t the lack f valid measures designed fr early childhd ppulatins, methdlgy used t create measures fr ther age grups will be explred. Therefre, the purpse f this explratin is t discuss trends evident in the research with lder children. These trends will then be used as a basis t enhance and expand research with children ages 3 t 5. The study f musical hme envirnment and parent invlvement with children in kindergarten thrugh high schl has resulted in several interesting findings. Researchers wh have examined musical PI-HE with this ppulatin have cnstructed several valid and reliable measures (Brand, 1985; Zdzinski, 1992; Zdzinski, 2008). Cnstructin f these measures has led t the creatin f several musical parent invlvement framewrks. These framewrks are used t better explain the underlying structure f parent

32 21 invlvement. As far as can be determined, n such musical framewrk has been created fr early childhd ppulatins. Additinally, the results f several studies reveal pssible relatinships amng music achievement, music aptitude, and PI-HE (Atterbury & Silcx, 1993; Brand, 1986; Zdzinski et al., 2008; Zdzinski, 1992; Zdzinski, 1996; Zdzinski, 2008). Assciatins between these variables have als nt been explred with preschl ppulatins. Althugh a cmparisn between music achievement, music aptitude, and parent invlvement is nt the aim f the present study, results frm these studies demnstrate the imprtance f parent invlvement in music and pssible utcmes f such invlvement. As with the early childhd music research, nly a limited number f studies explred the relatinship between musical PI-HE and demgraphic characteristics (Zdzinski, 1992; Zdzinski, 1996; Zdzinski et al., 2008). Musical parent invlvement framewrks. Tw researchers have cnducted research resulting in a PI framewrk in music. Brand (1985) cnducted a study in which he develped a valid and reliable hme musical envirnment scale fr the early elementary level. The Hme Musical Envirnment Scale (HOMES) is a self-reprting measure t be cmpleted by parents r primary caregivers. The scale was circulated t secnd grade children in tw elementary schls (N = 201) in an urban area f the suthwestern United States. The majrity f the participants were Hispanic (75%), while a smaller prtin were Caucasian r African- American (25% and 5% respectively). The Crnbach s alpha reliability f the HOMES is.86 (Brand, 1985). The initial item pl was submitted fr cntent validity t fur music educatrs wh were experts in the field at the elementary and early childhd levels. After

33 22 revisins, the panel agreed n 15 items, which became the final item pl fr the HOMES (Brand, 1985). Cncurrent validity was als established by cmparing the parents evaluatins (results f the HOMES) with the music teacher s rating f the children s hme musical envirnment. After gathering the results f the survey, Brand cmpleted a factr analysis t identify imprtant factrs related t music in the hme. A ttal f fur factrs were revealed that accunted fr 63% f the ttal variance. These factrs were: parent s attitude tward music and musical invlvement with child; parental cncert attendance; parent/child wnership and use f recrd/tape player, recrds r tapes; and parent plays a musical instrument (Brand, 1985). This study was ne f the first t result in a valid and reliable scale fr musical hme envirnment and resulted in a fur-factr framewrk fr musical hme envirnment fr elementary children. This framewrk became ne f the first t describe the varius factrs f the musical hme envirnment f children. While Brand (1985) sught t explre the musical hme envirnment f elementary children, Zdzinski (2008) was interested in examining PI-HE fr music students in grades 4 thrugh 12. General music, rchestra, band, and chrus students frm grades 4 thrugh 12 (N = 523) made up the participant pl fr this study. A researcher-cnstructed measure, the Parent Invlvement Hme Envirnment Measure (PI- HEM), was develped fr use in this study. Items were all based n previusly created measures including the HOMES (Zdzinski, 2008). The categries represented in the PI-HEM include Parental Aspiratins and Expectatins, Participating in Music and Schl, Musical Hme Envirnment and

34 23 Structure, Musical Hme Learning Activities, and Persnal Parental Supprt. A factr analysis was again perfrmed and a seven-factr slutin was revealed and factrs were named: Hme Structure, Parental Expectatins, Musical Participatin, Musical Envirnment, Family Musical Backgrund, Attitudes Abut Music, and Music Prgram Supprt. The reprted alpha reliability fr the scale was.88 (Zdzinski, 2008). These results, alng with thse fund by Brand (1985) supprt the ntin that musical PI-HE can be brken dwn int several distinct factrs. This finding prvides further evidence f the multifaceted nature f PI-HE. Bth studies prduced a valid and reliable scale fr measuring musical hme envirnment. Research that resulted in a similar framewrk fr preschl-aged children wuld benefit the field f music educatin by giving a mre cmplete view f musical hme envirnment thrughut childhd. Such a framewrk wuld als allw researchers and educatrs t identify hw musical hme envirnment may change frm birth thrugh high schl. Relatinships amng PI-HE, music achievement, and music aptitude. In additin t creating scales t accurately measure PI-HE in music, researchers have als examined if PI-HE influences music achievement and aptitude. Althugh this area has nt been explred with early childhd ppulatins, it has implicatins fr the imprtance f parent invlvement during childhd. Because parent invlvement may influence future musical success, these areas f research have imprtant implicatins fr bth educatrs and researchers. Namely, many studies in this area suggest that increased PI will increase music achievement and music aptitude.

35 24 The HOMES, described abve, was later used in anther study by Brand (1986) wh sught t determine the relatinship amng tnal and rhythmic aural perceptin, musical achievement in general music classes, and hme envirnment. The sample included 7-year-ld children and their parents (N = 116). Participants were predminantly Mexican-American and were drawn frm an urban, disadvantaged ppulatin (Brand, 1986). As mentined abve, the HOMES was used t measure hme musical envirnments. Brand created anther measure called the Music Achievement Assessment Frm (MAAF), that measured musical achievement with an alpha reliability cefficient f.73 (Brand, 1986). T measure musical aptitude, Brand used the Primary Measures f Musical Aptitude (PMMA) (Grdn, 1979). Central tendency statistics, crrelatin, and regressin prcedures were perfrmed t analyze the results. Results suggest that the HOMES was nt a significant predictr f tnal r rhythmic perceptin as measured by the PMMA. The HOMES was, hwever, significantly related t the results f the MAAF (p = <.001) accunting fr 20% f the variance n achievement scres. Specifically, the strngest relatinship fund was between musical achievement and HOMES factr 1: parental attitudes tward music and musical invlvement with the child (Brand, 1986). These findings suggest that, fr this ppulatin, achievement was linked t hme envirnment but music aptitude was nt. Zdzinski als explred the relatinship between achievement, aptitude, and PI in music (Zdzinski, 1992). This research targeted wdwind and brass students in grades six thrugh eight (N = 113). Participants were drawn frm fur, nrth-central

36 25 Pennsylvania middle schls (Zdzinski, 1992). Several measures were utilized in this study. The researcher cnstructed a measure called the Parental Invlvement Measure (PIM). Cntent validity was demnstrated thrugh several case studies f high achieving wind instrumentalists (Zdzinski, 1992). T measure music achievement, subsets f Clwell s Music Achievement Tests (MAT) (Clwell, 1969) were administered, and the Watkins-Farnum Perfrmance Scale (WFPS) (Watkins & Farnum, 1954) was used t measure perfrmance achievement. Reliability was reprted fr all measures at a high range (>.85) (Zdzinski, 1992) and results were analyzed thrugh crrelatins and MANOVA. Findings f this study cnflict with thse f Brand (1986). Althugh the researcher fund psitive crrelatins between PIM and MAT scres, crrelatins were lw suggesting little practical significance. These results suggest that althugh music achievement and PI are psitively crrelated, the relatinship may nt be as strng as Brand (1986) suggests. Zdzinski (1992) and Brand (1986) als fund cnflicting results related t the relatinship between PI and music aptitude. Zdzinski fund that middle schl students with higher levels f PI als had higher music aptitude scres (Zdzinski, 1992) hwever, n such relatinship was revealed by Brand (1986). These cnflicting findings culd be due t the difference in age f the participants as Brand used 2nd-grade students. Results suggest that the influence f musical hme envirnment and parent invlvement may change with the age f the child. This disparity culd als be due t the fact that Brand cllected data n the hme frm teacher