The Oxford Handbook of Early Childhood Learning and Development in Music
Herausgeber: Barrett, Margaret S; Welch, Graham F
The Oxford Handbook of Early Childhood Learning and Development in Music
Herausgeber: Barrett, Margaret S; Welch, Graham F
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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.
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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.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Hurst & Co.
- Seitenzahl: 1072
- Erscheinungstermin: 14. Dezember 2023
- Englisch
- Abmessung: 251mm x 179mm x 55mm
- Gewicht: 1922g
- ISBN-13: 9780190927523
- ISBN-10: 0190927526
- Artikelnr.: 67864362
- Verlag: Hurst & Co.
- Seitenzahl: 1072
- Erscheinungstermin: 14. Dezember 2023
- Englisch
- Abmessung: 251mm x 179mm x 55mm
- Gewicht: 1922g
- ISBN-13: 9780190927523
- ISBN-10: 0190927526
- Artikelnr.: 67864362
Margaret S. Barrett is Head of the Sir Zelman Cowen School of Music and Performance 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 and 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 and
Eugenia Costa-Giomi)
* 4. Musical parenting in a digital age: Affordances and constraints in
pandemic times (Vicky Abad, Helen Shoemark, and Margaret S. Barrett)
* 5. Windows on children's perspectives on music in their lives: Visual
research methods in music education (Katie Zhukov and 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 and 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 and Eugenia Costa-Giomi)
* 10. Prenatal and postnatal development of musical behaviours and
their role in infancy (Eino Partanen, Paula Virtala, and Kaisamari
Kostilainen)
* 11. Social origins of music (Tal-Chen Rabinowitch and 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 and 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 and 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, and Rafaella Troulou)
* 22. Music in early education and care settings for communication and
language support. (Jessica Pitt and Graham F. Welch).
* 23. Singing and musical traditions in Icelandic and Estonian
childhoods. (Helga Gudmundsdottir and 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 and
Graham F. Welch).
* 26. Sub-Saharan African musical learning communities (Emily Achieng'
Akuno, Akosua Obuo Addo, Elizabeth Achieng' Andango'O, Andrea
Emberley, Mudzungha Davhula and Perminus Matiure).
* 27. Early childhood and music in Indigenous contexts: Community
approaches to teaching and learning. (Sally Treloyn, Andrea Emberley,
Rona Goonginda Charles, and 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 and 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 and Kathryn Marsh)
* 34. Connection through music for mothers and young children in prison
(Inês Lamela and 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
and Andrea del Pilar Rodríguez-Sánchez)
* 36. Creating sustainable music programs with vulnerable populations
in community settings (Lucy Bolger and Somesh Purey)
* 37. Section Commentary (Katrina Skewes McFerran)
* Section 5.1. Music and musicians in children's hospitals
* 38. Section introduction (Costanza Preti and Helen Shoemark)
* 39. Music in children's hospitals: A cultural action to support
health (Costanza Preti and Philippe Bouteloup)
* 40. Live bedside music-making with children in hospital (Rosalind
Hawley and Joan Livesley)
* 41. Live music in a children's hospital: A duoethnography to consider
the potential for all (Helen Shoemark and 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 and Vicky Abad)
* 43. Familiar music, comfort and pain in the NICU (Pernilla Hugoson
and 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 and Rachel Swanick)
* 46. Resilience-based music partnerships for children with chronic
health issues. (Lori Gooding and Dawn Iwamasa)
* 47. Music therapy in paediatric neurorehabilitation (Jonathon Pool
and Claire Wood)
* 48. Music with children at the end of life (Kirsten O'Grady, and
Kelli McKee)
* 49. Music, mess, meta-modernism, and post-qualitative inquiry
(Raymond MacDonald)
* Section 6. Musical development and neurodiversity
* 50. Introduction (Graham F. Welch and Adam Ockelford)
* 51. The role of natural abilities in early childhood music
development (Solange Glasser and Gary E. McPherson)
* 52. The impact of visual impairment on early musical development
(Angela Voyajolu, Rosie Axon and Adam Ockelford)
* 53. Accomodating neurodiversity in early childhood music learning and
development (Mara Chasar and Michael B. Bakan)
* 54. Music education and engagement for young children with hearing
loss (Eloise Doherty, Wayne Wilson and 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 and 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 and Adam Ockelford)
* 59. Concluding commentary on special musical abilities and needs
(Adam Ockelford and Graham F. Welch)
* Section 7. Future Perspectives
* 60. Future Perspectives (Graham F. Welch and Margaret S. Barrett)
* Index
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 and
Eugenia Costa-Giomi)
* 4. Musical parenting in a digital age: Affordances and constraints in
pandemic times (Vicky Abad, Helen Shoemark, and Margaret S. Barrett)
* 5. Windows on children's perspectives on music in their lives: Visual
research methods in music education (Katie Zhukov and 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 and 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 and Eugenia Costa-Giomi)
* 10. Prenatal and postnatal development of musical behaviours and
their role in infancy (Eino Partanen, Paula Virtala, and Kaisamari
Kostilainen)
* 11. Social origins of music (Tal-Chen Rabinowitch and 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 and 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 and 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, and Rafaella Troulou)
* 22. Music in early education and care settings for communication and
language support. (Jessica Pitt and Graham F. Welch).
* 23. Singing and musical traditions in Icelandic and Estonian
childhoods. (Helga Gudmundsdottir and 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 and
Graham F. Welch).
* 26. Sub-Saharan African musical learning communities (Emily Achieng'
Akuno, Akosua Obuo Addo, Elizabeth Achieng' Andango'O, Andrea
Emberley, Mudzungha Davhula and Perminus Matiure).
* 27. Early childhood and music in Indigenous contexts: Community
approaches to teaching and learning. (Sally Treloyn, Andrea Emberley,
Rona Goonginda Charles, and 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 and 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 and Kathryn Marsh)
* 34. Connection through music for mothers and young children in prison
(Inês Lamela and 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
and Andrea del Pilar Rodríguez-Sánchez)
* 36. Creating sustainable music programs with vulnerable populations
in community settings (Lucy Bolger and Somesh Purey)
* 37. Section Commentary (Katrina Skewes McFerran)
* Section 5.1. Music and musicians in children's hospitals
* 38. Section introduction (Costanza Preti and Helen Shoemark)
* 39. Music in children's hospitals: A cultural action to support
health (Costanza Preti and Philippe Bouteloup)
* 40. Live bedside music-making with children in hospital (Rosalind
Hawley and Joan Livesley)
* 41. Live music in a children's hospital: A duoethnography to consider
the potential for all (Helen Shoemark and 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 and Vicky Abad)
* 43. Familiar music, comfort and pain in the NICU (Pernilla Hugoson
and 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 and Rachel Swanick)
* 46. Resilience-based music partnerships for children with chronic
health issues. (Lori Gooding and Dawn Iwamasa)
* 47. Music therapy in paediatric neurorehabilitation (Jonathon Pool
and Claire Wood)
* 48. Music with children at the end of life (Kirsten O'Grady, and
Kelli McKee)
* 49. Music, mess, meta-modernism, and post-qualitative inquiry
(Raymond MacDonald)
* Section 6. Musical development and neurodiversity
* 50. Introduction (Graham F. Welch and Adam Ockelford)
* 51. The role of natural abilities in early childhood music
development (Solange Glasser and Gary E. McPherson)
* 52. The impact of visual impairment on early musical development
(Angela Voyajolu, Rosie Axon and Adam Ockelford)
* 53. Accomodating neurodiversity in early childhood music learning and
development (Mara Chasar and Michael B. Bakan)
* 54. Music education and engagement for young children with hearing
loss (Eloise Doherty, Wayne Wilson and 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 and 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 and Adam Ockelford)
* 59. Concluding commentary on special musical abilities and needs
(Adam Ockelford and Graham F. Welch)
* Section 7. Future Perspectives
* 60. Future Perspectives (Graham F. Welch and Margaret S. Barrett)
* Index
* Handbook Preface and Introduction (Margaret S. Barrett and 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 and
Eugenia Costa-Giomi)
* 4. Musical parenting in a digital age: Affordances and constraints in
pandemic times (Vicky Abad, Helen Shoemark, and Margaret S. Barrett)
* 5. Windows on children's perspectives on music in their lives: Visual
research methods in music education (Katie Zhukov and 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 and 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 and Eugenia Costa-Giomi)
* 10. Prenatal and postnatal development of musical behaviours and
their role in infancy (Eino Partanen, Paula Virtala, and Kaisamari
Kostilainen)
* 11. Social origins of music (Tal-Chen Rabinowitch and 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 and 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 and 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, and Rafaella Troulou)
* 22. Music in early education and care settings for communication and
language support. (Jessica Pitt and Graham F. Welch).
* 23. Singing and musical traditions in Icelandic and Estonian
childhoods. (Helga Gudmundsdottir and 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 and
Graham F. Welch).
* 26. Sub-Saharan African musical learning communities (Emily Achieng'
Akuno, Akosua Obuo Addo, Elizabeth Achieng' Andango'O, Andrea
Emberley, Mudzungha Davhula and Perminus Matiure).
* 27. Early childhood and music in Indigenous contexts: Community
approaches to teaching and learning. (Sally Treloyn, Andrea Emberley,
Rona Goonginda Charles, and 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 and 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 and Kathryn Marsh)
* 34. Connection through music for mothers and young children in prison
(Inês Lamela and 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
and Andrea del Pilar Rodríguez-Sánchez)
* 36. Creating sustainable music programs with vulnerable populations
in community settings (Lucy Bolger and Somesh Purey)
* 37. Section Commentary (Katrina Skewes McFerran)
* Section 5.1. Music and musicians in children's hospitals
* 38. Section introduction (Costanza Preti and Helen Shoemark)
* 39. Music in children's hospitals: A cultural action to support
health (Costanza Preti and Philippe Bouteloup)
* 40. Live bedside music-making with children in hospital (Rosalind
Hawley and Joan Livesley)
* 41. Live music in a children's hospital: A duoethnography to consider
the potential for all (Helen Shoemark and 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 and Vicky Abad)
* 43. Familiar music, comfort and pain in the NICU (Pernilla Hugoson
and 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 and Rachel Swanick)
* 46. Resilience-based music partnerships for children with chronic
health issues. (Lori Gooding and Dawn Iwamasa)
* 47. Music therapy in paediatric neurorehabilitation (Jonathon Pool
and Claire Wood)
* 48. Music with children at the end of life (Kirsten O'Grady, and
Kelli McKee)
* 49. Music, mess, meta-modernism, and post-qualitative inquiry
(Raymond MacDonald)
* Section 6. Musical development and neurodiversity
* 50. Introduction (Graham F. Welch and Adam Ockelford)
* 51. The role of natural abilities in early childhood music
development (Solange Glasser and Gary E. McPherson)
* 52. The impact of visual impairment on early musical development
(Angela Voyajolu, Rosie Axon and Adam Ockelford)
* 53. Accomodating neurodiversity in early childhood music learning and
development (Mara Chasar and Michael B. Bakan)
* 54. Music education and engagement for young children with hearing
loss (Eloise Doherty, Wayne Wilson and 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 and 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 and Adam Ockelford)
* 59. Concluding commentary on special musical abilities and needs
(Adam Ockelford and Graham F. Welch)
* Section 7. Future Perspectives
* 60. Future Perspectives (Graham F. Welch and Margaret S. Barrett)
* Index
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 and
Eugenia Costa-Giomi)
* 4. Musical parenting in a digital age: Affordances and constraints in
pandemic times (Vicky Abad, Helen Shoemark, and Margaret S. Barrett)
* 5. Windows on children's perspectives on music in their lives: Visual
research methods in music education (Katie Zhukov and 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 and 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 and Eugenia Costa-Giomi)
* 10. Prenatal and postnatal development of musical behaviours and
their role in infancy (Eino Partanen, Paula Virtala, and Kaisamari
Kostilainen)
* 11. Social origins of music (Tal-Chen Rabinowitch and 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 and 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 and 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, and Rafaella Troulou)
* 22. Music in early education and care settings for communication and
language support. (Jessica Pitt and Graham F. Welch).
* 23. Singing and musical traditions in Icelandic and Estonian
childhoods. (Helga Gudmundsdottir and 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 and
Graham F. Welch).
* 26. Sub-Saharan African musical learning communities (Emily Achieng'
Akuno, Akosua Obuo Addo, Elizabeth Achieng' Andango'O, Andrea
Emberley, Mudzungha Davhula and Perminus Matiure).
* 27. Early childhood and music in Indigenous contexts: Community
approaches to teaching and learning. (Sally Treloyn, Andrea Emberley,
Rona Goonginda Charles, and 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 and 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 and Kathryn Marsh)
* 34. Connection through music for mothers and young children in prison
(Inês Lamela and 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
and Andrea del Pilar Rodríguez-Sánchez)
* 36. Creating sustainable music programs with vulnerable populations
in community settings (Lucy Bolger and Somesh Purey)
* 37. Section Commentary (Katrina Skewes McFerran)
* Section 5.1. Music and musicians in children's hospitals
* 38. Section introduction (Costanza Preti and Helen Shoemark)
* 39. Music in children's hospitals: A cultural action to support
health (Costanza Preti and Philippe Bouteloup)
* 40. Live bedside music-making with children in hospital (Rosalind
Hawley and Joan Livesley)
* 41. Live music in a children's hospital: A duoethnography to consider
the potential for all (Helen Shoemark and 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 and Vicky Abad)
* 43. Familiar music, comfort and pain in the NICU (Pernilla Hugoson
and 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 and Rachel Swanick)
* 46. Resilience-based music partnerships for children with chronic
health issues. (Lori Gooding and Dawn Iwamasa)
* 47. Music therapy in paediatric neurorehabilitation (Jonathon Pool
and Claire Wood)
* 48. Music with children at the end of life (Kirsten O'Grady, and
Kelli McKee)
* 49. Music, mess, meta-modernism, and post-qualitative inquiry
(Raymond MacDonald)
* Section 6. Musical development and neurodiversity
* 50. Introduction (Graham F. Welch and Adam Ockelford)
* 51. The role of natural abilities in early childhood music
development (Solange Glasser and Gary E. McPherson)
* 52. The impact of visual impairment on early musical development
(Angela Voyajolu, Rosie Axon and Adam Ockelford)
* 53. Accomodating neurodiversity in early childhood music learning and
development (Mara Chasar and Michael B. Bakan)
* 54. Music education and engagement for young children with hearing
loss (Eloise Doherty, Wayne Wilson and 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 and 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 and Adam Ockelford)
* 59. Concluding commentary on special musical abilities and needs
(Adam Ockelford and Graham F. Welch)
* Section 7. Future Perspectives
* 60. Future Perspectives (Graham F. Welch and Margaret S. Barrett)
* Index