The Oxford Handbook of Early Childhood Learning and Development in Music

Investigation of the role of music in early life and learning has been somewhat fragmented, with studies being undertaken within a range of fields with little apparent conversation across disciplinary boundaries, and with an emphasis on pre-schoolers' and school-aged childrens' learning and engagement. The Oxford Handbook of Early Childhood Learning and Development in Music brings together leading researchers in infant and early childhood cognition, music education, music therapy, neuroscience, cultural and developmental psychology, and music sociology to interrogate questions of how our capacity for music develops from birth, and its contributions to learning and development. Researchers in cultural psychology and sociology of musical childhoods investigate those factors that shape children's musical learning and development and the places and spaces in which children encounter and engage with music. These issues are complemented with consideration of the policy environment at local, national and global levels in relation to music early learning and development and the ways in which these shape young children's music experiences and opportunities. The volume also explores issues of music provision and developmental contributions for children with Special Education Needs, children living in medical settings and participating in music therapy, and those living in sites of trauma and conflict. Consideration of these environments provides a context to examine music learning and development in family, community and school settings including general and specialized school environments. Authors trace the trajectories of development within and across cultures and settings and in that process identify those factors that facilitate or constrain children's early music learning and development.

Margaret S. Barrett is Head of the Sir Zelman Cowen School of Music at Monash University. Current research investigates music early learning and development, pedagogies of creativity and expertise, collaborative creativity, ecopolitics in music education, music and gender, and career pathways in and through music. This research has been funded by the Australian Research Council, numerous industry partners, the British Council, and the Academy of Finland. She has served as President of ISME, WAAE, APSMER, and ASME and as Board Director of the Australian Music Centre, Queensland Symphony Orchestra, and Queensland Music Festival.

Graham F. Welch has held the UCL Institute of Education (formerly University of London) Established Chair of Music Education since 2001. He was a full-time generalist Primary teacher in London for 14 years, and spent over two decades as a part-time professional singer. He has worked in universities since 1985. He is Chair of the Society for Education, Music and Psychology Research (SEMPRE) and is a Past President of the International Society for Music Education (ISME). Publications number over 400.

Handbook Preface and Introduction (Margaret S. Barrett & Graham F. Welch)

Section 1. Mapping the landscapes of music early learning and development

1. Digital landscapes of early childhood music learning and development: Music media and children's music culture of the past in the present (Ingeborg Lunde Vestad)
2. Media messages surrounding parents and music (Lisa Koops)
3. Child music development: Studying change (Lucia Benetti & Eugenia Costa-Giomi)
4. Musical parenting in a digital age: Affordances and constraints in pandemic times (Vicky Abad, Helen Shoemark, & Margaret S. Barrett)
5. Windows on children's perspectives on music in their lives: Visual research methods in music education (Katie Zhukov & Margaret S. Barrett)
6. The intangible heritage of children's musical cultures: From "child's play" to culture-making (Margaret S. Barrett)
7. Researching music early learning and development: Mapping methods and techniques, locations, problems and theories (Margaret S. Barrett, Vicky Abad & Graham F. Welch)
8. Researching children's music-centred cultural poetics: Widening horizons, performing critiques. (Panagiotis A. Kannellopoulos)

Section 2. Perspectives on music development

9. Section editorial (Mary Broughton & Eugenia Costa-Giomi)
10. Prenatal and postnatal development of musical behaviours and their role in infancy (Eino Partanen, Paula Virtala, & Kaisamari Kostilainen)
11. Social origins of music (Tal-Chen Rabinowitch & Laura Cirelli
12. Cultural diversity and the explanation of musical development (David J. Hargreaves)
13. Creativity in and through music (Anna Rita Addessi)
14. Young children's musical identities: A network of musical worlds (Amanda Niland)
15. Music development research futures: Section commentary (Clare Hall)

Section 3. Music in family and community contexts

16. Introduction (Lori Custodero & Patricia Shehan Campbell)
17. Adult recollections of early childhood musical experiences: Seeking meaning in memories of / with family. (Lori Custodero).
18. Building a profile of Australian parents' musical beliefs, values, and practices. (Vicky Abad, Mary C. Broughton, Margaret S. Barrett & Graham F. Welch).
19. Voices of influence: Shared music in the lives of toddlers as expressed through their pre-sleep vocalizations. (Meryl Sole).
20. A toddler's musical interactions at home on the Kibbutz: Four theoretical lenses. (Claudia Gluschankof)
21. Parental involvement in a Greek early childhood music program. (Lelouda Stamou, Vicky Abad, & Rafaella Troulou)
22. Music in early education and care settings for communication and language support. (Jessica Pitt & Graham F. Welch).
23. Singing and musical traditions in Icelandic and Estonian childhoods. (Helga Gudmundsdottir & Kristi Kiilu).
24. Maracatu de Baque Virado: Children's communities of music practice. (Juliana Cantarelli-Vita).
25. Early childhood and musics of the diaspora (Yen-Ting Wu & Graham F. Welch).
26. Sub-Saharan African musical learning communities (Emily Achieng' Akuno, Akosua Obuo Addo, Elizabeth Achieng' Andango'O, Andrea Emberley, Mudzungha Davhula & Perminus Matiure).
27. Early childhood and music in Indigenous contexts: Community approaches to teaching and learning. (Sally Treloyn, Andrea Emberley, Rona Goonginda Charles, & Leah Umbagai).
28. Elton's back: Parenting and children's musical participation in the aftermath of a pandemic (Beatriz Ilari)

Section 4. Music with young children in sites of transition, trauma, and conflict

29. Introduction (Kathryn Marsh & Libby Flynn)
30. The role of music in emotion regulation for children who have experienced abuse and neglect (Kate Teggelove)
31. Music and early childhood in asylum seeker centres: insights from Ireland and Germany (Ailbhe Kenny)
32. The musical activities of Syrian refugee children in Sweden (Carrie Danielson)
33. War and conflict in re-settlement contexts: Music in children's everyday lives (Samantha Sebastian Dieckmann & Kathryn Marsh)
34. Connection through music for mothers and young children in prison (Inês Lamela & Kirsten Anderson)
35. Development of well-being and self-esteem through "Music for Reconciliation," a music programme for children and youngsters living in severe social disadvantage in Colombia (María Claudia Parias Durán & Andrea del Pilar Rodríguez-Sánchez)
36. Creating sustainable music programs with vulnerable populations in community settings (Lucy Bolger & Somesh Purey)
37. Section Commentary (Katrina Skewes McFerran)

Section 5.1. Music and musicians in children's hospitals

38. Section introduction (Costanza Preti & Helen Shoemark)
39. Music in children's hospitals: A cultural action to support health (Costanza Preti & Philippe Bouteloup)
40. Live bedside music-making with children in hospital (Roalinds Hawley & Joan Livesley)
41. Live music in a children's hospital: A duoethnography to consider the potential for all (Helen Shoemark & Costanza Preti)

Section 5.2. Music to address social and medical risk in childhood

42. Section Introduction: Music to address social and medical risk in childhood (Helen Shoemark & Vicky Abad)
43. Familiar music, comfort and pain in the NICU (Pernilla Hugoson & Louise Eulau)
44. Voice as the platform for intimate moments in the NICU (Helen Shoemark)
45. Music therapy for young children with attachment challenge (Stine Lindahl Jacobsen & Rachel Swanick)
46. Resilience-based music partnerships for children with chronic health issues. (Lori Gooding & Dawn Iwamasa)
47. Music therapy in paediatric neurorehabilitation (Jonathon Pool & Claire Wood)
48. Music with children at the end of life (Kirsten O'Grady, & Kelli McKee)
49. Music, mess, meta-modernism, and post-qualitative inquiry (Raymond MacDonald)

Section 6. Musical development and neurodiversity

50. Introduction (Graham F. Welch & Adam Ockelford)
51. The role of natural abilities in early childhood music development (Solange Glasser & Gary E. McPherson)
52. The impact of visual impairment on early musical development (Angela Voyajolu, Rosie Axon & Adam Ockelford)
53. Accomodating neurodiversity in early childhood music learning and development (Mara Chasar & Michael B. Bakan)
54. Music education and engagement for young children with hearing loss (Eloise Doherty, Wayne Wilson & Margaret S. Barrett)
55. Supporting children living with neurodiversity: An analysis of access and engagement in a community-based Music Early Learning Program (Vicky Abad, Graham F. Welch & Margaret S. Barrett)
56. Exploring the effectiveness of a musical intervention for socially and economically disadvantaged children in the early years and for those with complex needs: The IMAGINE research project phase 1 (Adam Ockelford)
57. Unfurling the musicality of children with autism (Bombay Jayashri Ramnath)
58. Autism and Family-Centred Approaches In and Through Music (Grace Thompson, Tania Lisboa & Adam Ockelford)
59. Concluding commentary on special musical abilities and needs (Adam Ockelford & Graham F. Welch)

Section 7. Future Perspectives
60. Future Perspectives (Graham F. Welch & Margaret S. Barrett)

Index