Associations between early shared music activities in the home and later child outcomes : findings from the Longitudinal Study of Australian Children

Williams, Kate E., Barrett, Margaret S., Welch, Graham F., Abad, Vicky, & Broughton, Mary (2015) Associations between early shared music activities in the home and later child outcomes : findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31, pp. 113-124.

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Abstract

The benefits of early shared book reading between parents and children have long been established,yet the same cannot be said for early shared music activities in the home. This study investigated the parent–child home music activities in a sample of 3031 Australian children participating in Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) study. Frequency of shared home music activities was reported by parents when children were 2–3 years and a range of social, emotional,and cognitive outcomes were measured by parent and teacher report and direct testing two years later when children were 4–5 years old. A series of regression analyses (controlling for a set of important socio-demographic variables) found frequency of shared home music activities to have a small significant partial association with measures of children’s vocabulary, numeracy, attentional and emotional regulation, and prosocial skills. We then included both book reading and shared home music activities in the same models and found that frequency of shared home music activities maintained small partial associations with measures of prosocial skills, attentional regulation, and numeracy. Our findings suggest there may be a role for parent-child home music activities in supporting children’s development.

Impact and interest:

5 citations in Scopus
4 citations in Web of Science®
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ID Code: 81841
Item Type: Journal Article
Refereed: Yes
Keywords: LSAC, Early childhood, Music, Parenting, Self-regulation, Book reading, Numeracy, Home learning
DOI: 10.1016/j.ecresq.2015.01.004
ISSN: 0885-2006
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Developmental Psychology and Ageing (170102)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2015 Elsevier
Copyright Statement: This is the author’s version of a work that was accepted for publication in Early Childhood Research Quarterly. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Early Childhood Research Quarterly, [VOL 31, ISSUE 2, (2015)] DOI: 10.1016/j.ecresq.2015.01.004
Deposited On: 17 Feb 2015 22:45
Last Modified: 22 Feb 2015 05:21

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