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(PDF) Precursors to the performing arts in infancy and early childhood 11
<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="WEHX3tARAHYdgRGGDlAv6PtWbO3m-JTNs_p2HKHOKpp3T9oJQMwwK4msWFPs5gKyUwvq4PHMMYWWPZ1Lt1cTfA" /> <meta name="citation_title" content="Precursors to the performing arts in infancy and early childhood" /> <meta name="citation_publication_date" content="2018" /> <meta name="citation_journal_title" content="Progress in Brain Research" /> <meta name="citation_author" content="Sandra E. Trehub" /> <meta name="citation_author" content="Laura K. 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In this chapter, we focus on precursors to music and dance that are evident in infancy: the" /> <meta name="twitter:image" content="https://0.academia-photos.com/3873217/1427927/1750557/s200_sandra.trehub.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/37822248/Precursors_to_the_performing_arts_in_infancy_and_early_childhood_11" /> <meta property="og:title" content="Precursors to the performing arts in infancy and early childhood 11" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that do not depend on artistry, aesthetics, or expertise. In this chapter, we focus on precursors to music and dance that are evident in infancy: the" /> <meta property="article:author" content="https://utoronto.academia.edu/SandraTrehub" /> <meta name="description" content="Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that do not depend on artistry, aesthetics, or expertise. In this chapter, we focus on precursors to music and dance that are evident in infancy: the" /> <title>(PDF) Precursors to the performing arts in infancy and early childhood 11</title> <link rel="canonical" href="https://www.academia.edu/37822248/Precursors_to_the_performing_arts_in_infancy_and_early_childhood_11" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '9bccae6c983d47cf1ce193ed94e1b2574fbaaeff'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740157293000); window.Aedu.timeDifference = new Date().getTime() - 1740157293000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that do not depend on artistry, aesthetics, or expertise. In this chapter, we focus on precursors to music and dance that are evident in infancy: the underlying perceptual abilities, parent–infant musical interactions that are motivated by nonmusical goals, the consequences of such interactions for mood regulation and social regulation, and the emergence of rudimentary singing and rhythmic movement to music. These precursors to music and dance lay the groundwork for our informal engagement with music throughout life and its continuing effects on mood regulation , affiliation, and well-being.","author":[{"@context":"https://schema.org","@type":"Person","name":"Sandra Trehub","url":"https://utoronto.academia.edu/SandraTrehub"}],"contributor":[],"dateCreated":"2018-11-21","dateModified":"2018-11-21","datePublished":"2018-01-01","headline":"Precursors to the performing arts in infancy and early childhood 11","image":"https://attachments.academia-assets.com/57822619/thumbnails/1.jpg","inLanguage":"en","keywords":["Music","Dance","Singing","Infants/ Babies","Mood regulation","SOCIAL RELATIONSHIPS"],"publication":"Progress in Brain 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{"work":{"id":37822248,"created_at":"2018-11-21T08:22:16.283-08:00","from_world_paper_id":null,"updated_at":"2021-01-15T19:17:05.001-08:00","_data":{"volume":"237","abstract":"Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that do not depend on artistry, aesthetics, or expertise. In this chapter, we focus on precursors to music and dance that are evident in infancy: the underlying perceptual abilities, parent–infant musical interactions that are motivated by nonmusical goals, the consequences of such interactions for mood regulation and social regulation, and the emergence of rudimentary singing and rhythmic movement to music. These precursors to music and dance lay the groundwork for our informal engagement with music throughout life and its continuing effects on mood regulation , affiliation, and well-being.","page_numbers":"225-242","publication_date":"2018,,","publication_name":"Progress in Brain Research"},"document_type":"other","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Precursors to the performing arts in infancy and early childhood 11","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [3873217]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":57822619,"attachmentType":"pdf"}"><img alt="First page of “Precursors to the performing arts in infancy and early childhood 11”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/57822619/mini_magick20181121-13639-1yg3vme.png?1542821264" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Precursors to the performing arts in infancy and early childhood 11</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="3873217" href="https://utoronto.academia.edu/SandraTrehub"><img alt="Profile image of Sandra Trehub" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/3873217/1427927/1750557/s65_sandra.trehub.jpg" />Sandra Trehub</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2018, Progress in Brain Research</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">18 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 37822248; 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In this chapter, we focus on precursors to music and dance that are evident in infancy: the underlying perceptual abilities, parent–infant musical interactions that are motivated by nonmusical goals, the consequences of such interactions for mood regulation and social regulation, and the emergence of rudimentary singing and rhythmic movement to music. 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In this chapter, we focus on precursors to music and dance that are evident in infancy: the underlying perceptual abilities, parent-infant musical interactions that are motivated by nonmusical goals, the consequences of such interactions for mood regulation and social regulation, and the emergence of rudimentary singing and rhythmic movement to music. These precursors to music and dance lay the groundwork for our informal engagement with music throughout life and its continuing effects on mood regulation, affiliation, and well-being.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Precursors to the performing arts in infancy and early childhood","attachmentId":84518984,"attachmentType":"pdf","work_url":"https://www.academia.edu/77006149/Precursors_to_the_performing_arts_in_infancy_and_early_childhood","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/77006149/Precursors_to_the_performing_arts_in_infancy_and_early_childhood"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="13452482" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/13452482/_Socializing_Enchantment_a_socio_anthropological_approach_to_infant_directed_singing_music_education_and_cultural_socialization_International_Review_of_the_Aesthetics_and_Sociology_of_Music_vol_45_1_2014_pp_115_147_">"Socializing Enchantment: a socio-anthropological approach to infant-directed singing, music education and cultural socialization." International Review of the Aesthetics and Sociology of Music, vol. 45 (1), 2014, pp. 115-147,</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3159809" href="https://univ-lille.academia.edu/AlbertDoja">Albert Doja</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Review of the Aesthetics and Sociology of Music, vol. 45, no. 1, 2014, pp. 115-147,, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">In the standard traditions of both folklore studies and child psychology, descriptive and empirical research has only confirmed that lullabies and play songs are either a part of children’s lore or a means of caregiving. In this paper I show how and why a socio-anthropological analysis of infant-directed singing, including ideas and themes represented in sleeping and waking songs, can provide fresh insights to grasp the social and cultural environment for their formal components, their performance features, and their semantic and functional aspects. Methodologically, a new picture of actors’ practice must arise if we consider lullabies and play songs within an analytical context where they become an important instance of both music education and the symbolic structuration of cultural socialization.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"\"Socializing Enchantment: a socio-anthropological approach to infant-directed singing, music education and cultural socialization.\" International Review of the Aesthetics and Sociology of Music, vol. 45 (1), 2014, pp. 115-147,","attachmentId":38052275,"attachmentType":"pdf","work_url":"https://www.academia.edu/13452482/_Socializing_Enchantment_a_socio_anthropological_approach_to_infant_directed_singing_music_education_and_cultural_socialization_International_Review_of_the_Aesthetics_and_Sociology_of_Music_vol_45_1_2014_pp_115_147_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/13452482/_Socializing_Enchantment_a_socio_anthropological_approach_to_infant_directed_singing_music_education_and_cultural_socialization_International_Review_of_the_Aesthetics_and_Sociology_of_Music_vol_45_1_2014_pp_115_147_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="462621" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/462621/Rhythmic_engagement_with_music_in_infancy">Rhythmic engagement with music in infancy</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="350094" href="https://durham.academia.edu/TuomasEerola">Tuomas Eerola</a></div><p class="ds-related-work--metadata ds2-5-body-xs">… of the National Academy of Sciences, 2010</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Rhythmic engagement with music in infancy","attachmentId":2042830,"attachmentType":"pdf","work_url":"https://www.academia.edu/462621/Rhythmic_engagement_with_music_in_infancy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/462621/Rhythmic_engagement_with_music_in_infancy"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="65591781" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/65591781/Nurturing_infants_with_music">Nurturing infants with music</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3873217" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Music in Early Childhood</p><p class="ds-related-work--abstract ds2-5-body-sm">Primary caregivers throughout the world provide infants with life-sustaining care such as nutrition and protection from harm as well as life-enhancing care such as affection, contingent responsiveness and mentoring of various kinds. They nurture infants musically by means of one-on-one (i.e. infant-directed) singing accompanied by movement in some cultures and by visual gestures in others. Such singing, which is acoustically and visually distinct from solitary (i.e. self-directed) singing, is effective in engaging infants and regulating their mood and arousal. The repetition and stereotypy of caregivers’ performances contribute to their memorability and dyadic significance. Caregivers’ singing also influences infants’ social engagement more generally. Once infants become singers, their songs play an important role in social interaction and emotional self-regulation. Although caregivers sing to infants with playful or soothing intentions, their performances highlight the temporal and...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Nurturing infants with music","attachmentId":77120211,"attachmentType":"pdf","work_url":"https://www.academia.edu/65591781/Nurturing_infants_with_music","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/65591781/Nurturing_infants_with_music"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="64712569" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/64712569/Socializing_Enchantment_a_socio_anthropological_approach_to_infant_directed_singing_music_education_and_cultural_socialization">Socializing Enchantment: a socio-anthropological approach to infant-directed singing, music education and cultural socialization</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3159809" href="https://univ-lille.academia.edu/AlbertDoja">Albert Doja</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2014</p><p class="ds-related-work--abstract ds2-5-body-sm">In the standard traditions of both folklore studies and child psychology, descriptive and empirical research has only confirmed that lullabies and play songs are either a part of children&#39;s lore or a means of caregiving. In this paper I show how and why a socio-anthropological analysis of infant-directed singing, including ideas and themes represented in sleeping and waking songs, can provide fresh insights to grasp the social and cultural environment for their formal components, their performance features, and their semantic and functional aspects. Methodologically, a new picture of actors&#39; practice must arise if we consider lullabies and play songs within an analytical context where they become an important instance of both music education and the symbolic structuration of cultural socialization.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Socializing Enchantment: a socio-anthropological approach to infant-directed singing, music education and cultural socialization","attachmentId":76622597,"attachmentType":"pdf","work_url":"https://www.academia.edu/64712569/Socializing_Enchantment_a_socio_anthropological_approach_to_infant_directed_singing_music_education_and_cultural_socialization","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/64712569/Socializing_Enchantment_a_socio_anthropological_approach_to_infant_directed_singing_music_education_and_cultural_socialization"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="22521791" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/22521791/Caregiving_in_counterpoint_reciprocal_influences_in_the_musical_parenting_of_younger_and_older_infants">Caregiving in counterpoint: reciprocal influences in the musical parenting of younger and older infants</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34375552" href="https://tc.academia.edu/LoriCustodero">Lori Custodero</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34256095" href="https://uml.academia.edu/ElissaJohnsonGreen">Elissa Johnson-Green</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Early Child Development and Care, 2008</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Caregiving in counterpoint: reciprocal influences in the musical parenting of younger and older infants","attachmentId":43137770,"attachmentType":"pdf","work_url":"https://www.academia.edu/22521791/Caregiving_in_counterpoint_reciprocal_influences_in_the_musical_parenting_of_younger_and_older_infants","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/22521791/Caregiving_in_counterpoint_reciprocal_influences_in_the_musical_parenting_of_younger_and_older_infants"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="19724162" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/19724162/Becoming_musically_enculturated_effects_of_music_classes_for_infants_on_brain_and_behavior">Becoming musically enculturated: effects of music classes for infants on brain and behavior</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40839815" href="https://independent.academia.edu/DavidGerry2">David Gerry</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="48465456" href="https://independent.academia.edu/ElaineWhiskin">Elaine Whiskin</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="21448534" href="https://independent.academia.edu/LaurelTrainor">Laurel Trainor</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Annals of the New York Academy of Sciences, 2012</p><p class="ds-related-work--abstract ds2-5-body-sm">Musical enculturation is a complex, multifaceted process that includes the development of perceptual processing specialized for the pitch and rhythmic structures of the musical system in the culture, understanding of esthetic and expressive norms, and learning the pragmatic uses of music in different social situations. Here, we summarize the results of a study in which 6-month-old Western infants were randomly assigned to 6 months of either an active participatory music class or a class in which they experienced music passively while playing. Active music participation resulted in earlier enculturation to Western tonal pitch structure, larger and/or earlier brain responses to musical tones, and a more positive social trajectory. Furthermore, the data suggest that early exposure to cultural norms of musical expression leads to early preferences for those norms. We conclude that musical enculturation begins in infancy and that active participatory music making in a positive social setting accelerates enculturation.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Becoming musically enculturated: effects of music classes for infants on brain and behavior","attachmentId":42042030,"attachmentType":"pdf","work_url":"https://www.academia.edu/19724162/Becoming_musically_enculturated_effects_of_music_classes_for_infants_on_brain_and_behavior","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/19724162/Becoming_musically_enculturated_effects_of_music_classes_for_infants_on_brain_and_behavior"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="1769396" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1769396/Music_in_the_early_years_research_theory_and_practice">Music in the early years: research, theory and practice</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="91718" href="https://usc.academia.edu/BeatrizIlari">Beatriz Ilari</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="532903" href="https://levinsky.academia.edu/ClaudiaGluschankof">Claudia Gluschankof</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Early Child Development and Care, 2009</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Music in the early years: research, theory and practice","attachmentId":33188199,"attachmentType":"pdf","work_url":"https://www.academia.edu/1769396/Music_in_the_early_years_research_theory_and_practice","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1769396/Music_in_the_early_years_research_theory_and_practice"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="9406818" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/9406818/The_Belly_Button_Chord_Connections_of_pre_and_postnatal_music_education_with_early_mother_child_interaction">The Belly-Button Chord: Connections of pre- and postnatal music education with early mother-child interaction</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6504394" href="https://uta-fi.academia.edu/KaarinaMarjanen">Kaarina Marjanen</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Music and interaction were the focus of interest of this PhD-study. Early music education experiences were examined in three groups in the empirical study by comparing mother-child interaction. The study is within the field of early childhood music education. Multiple strategies study, including qualitative and quantitative methods and various ways of collecting and analyzing data, are employed in the study, which utilizes theoretically a combination of three main music-related theories: interaction-development (Hinde 1997), music-language (Brown 2000) and music-emotions (Juslin 2001). The study draws on philosophical, practical and didactic/pedagogical ideas evident in early childhood music education. Musical and holistic development is described seen as starting prenatally. The philosophical background is phenomenological, while the three-part empirical study is an adaptation of an action study conducted in 2006 with systematic video observation as a main method of data collection and analysis. The analysis was conducted on the basis of several theories, using three software programs: Annotation, HyperResearch and Praat. Pregnant mothers, the empirical group E (n=7), attended the prenatal musical sessions; E (7+7) and the control, C1 (n=7+7), the postnatal sessions, and all the three groups of mothers (n=7+7+7) and babies (n=8+7+7), E, C1 and C2, participated in all the study procedures. The last questionnaire was conducted with 12 to 19-month-old children (mean 16.2 months). Connections between music and interaction were observed in the musical and communicational behaviour of mother and baby, and in the infant’s musical/holistic development. Music education was found to have strong connections with early interaction due to the emotions and behaviour manifested during that interaction. A very clear mother-child bond was created as a result of the shared prenatal musical experiences. Early interaction can be musically supported.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Belly-Button Chord: Connections of pre- and postnatal music education with early mother-child interaction","attachmentId":35652674,"attachmentType":"pdf","work_url":"https://www.academia.edu/9406818/The_Belly_Button_Chord_Connections_of_pre_and_postnatal_music_education_with_early_mother_child_interaction","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/9406818/The_Belly_Button_Chord_Connections_of_pre_and_postnatal_music_education_with_early_mother_child_interaction"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="37822181" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37822181/Rhythm_and_melody_as_social_signals_for_infants">Rhythm and melody as social signals for infants</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="13570196" href="https://utoronto.academia.edu/LauraCirelli">Laura Cirelli</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3873217" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Annals of the New York Academy of Sciences, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Infants typically experience music through social interactions with others. One such experience involves caregivers singing to infants while holding and bouncing them rhythmically. These highly social interactions shape infant music perception and may also influence social cognition and behavior. Moving in time with others—interpersonal synchrony—can direct infants' social preferences and prosocial behavior. Infants also show social preferences and selective prosociality toward singers of familiar, socially learned melodies. Here, we discuss recent studies of the influence of musical engagement on infant social cognition and behavior, highlighting the importance of rhythmic movement and socially relevant melodies.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Rhythm and melody as social signals for infants","attachmentId":57822572,"attachmentType":"pdf","work_url":"https://www.academia.edu/37822181/Rhythm_and_melody_as_social_signals_for_infants","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/37822181/Rhythm_and_melody_as_social_signals_for_infants"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":57822619,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":57822619,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_57822619" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="80484696" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/80484696/Music_Experience_in_Early_Childhood_Potential_for_Emotion_Knowledge">Music Experience in Early Childhood: Potential for Emotion Knowledge?</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="61309593" href="https://independent.academia.edu/TVist">Torill Vist</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Early Childhood, 2011</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Music Experience in Early Childhood: Potential for Emotion Knowledge?","attachmentId":86850314,"attachmentType":"pdf","work_url":"https://www.academia.edu/80484696/Music_Experience_in_Early_Childhood_Potential_for_Emotion_Knowledge","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/80484696/Music_Experience_in_Early_Childhood_Potential_for_Emotion_Knowledge"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="3344070" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3344070/Musical_predispositions_in_infancy">Musical predispositions in infancy</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3873217" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Annals of The New York Academy of Sciences, 2001</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Musical predispositions in infancy","attachmentId":31158925,"attachmentType":"pdf","work_url":"https://www.academia.edu/3344070/Musical_predispositions_in_infancy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/3344070/Musical_predispositions_in_infancy"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="2" data-entity-id="2410368" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2410368/Music_and_Babies_A_Review_of_Research_with_Implications_for_Music_Educators">Music and Babies: A Review of Research with Implications for Music Educators</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="91718" href="https://usc.academia.edu/BeatrizIlari">Beatriz Ilari</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Update: Applications of Research in Music Education, 2002</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Music and Babies: A Review of Research with Implications for Music Educators","attachmentId":33188193,"attachmentType":"pdf","work_url":"https://www.academia.edu/2410368/Music_and_Babies_A_Review_of_Research_with_Implications_for_Music_Educators","alternativeTracking":true}"><span 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