Guided Music Play between Two-Year-Old Children and a Music Play Facilitator: A Case Study
With the intention of increasing social music interaction understanding, the purpose of “Guided Music Play between Two-Year-Old Children and a Music Play Facilitator: A Case Study” is to investigate guided music play between two-year-old children and a music play facilitator. Children use play appropriate to their developmental ability, skill independence, and socialization experiences (Bodrova & Leong, 2007; Bulotsky-Shearer, Manz, Mendez, McWayne, Sekino, & Fantuzzo, 2011). Playfulness guided by an adult within a music setting has the potential to elicit children’s music responses and increase children’s musical independence. Researchers have elucidated music play relationships between an adult and children but have not investigated how an adult and children navigate these play behaviors during guided music play. Throughout this study, I determined developmentally appropriate music skills and used children’s play to scaffold learning in order to increase children’s music skill independence (Gordon, 2013). I continuously evaluated the children’s music responses to determine their strengths and weaknesses and to provide developmentally appropriate tonal pattern scaffolding and rhythm pattern scaffolding within a playful environment. I used the children’s play suggestions, inferred through verbal and nonverbal cues, to create inviting scenarios during which children were immersed in music through intrinsically motivated play. I used intensity sampling and participant observation to investigate guided music play with two-year-old children. Immediately following each music engagement, I made written observations and reflections regarding my music play interactions with the two-year-old children. I will code all written and transcribed data, create a taxonomic analysis, identify the cultural domains, and develop a componential analysis to identify patterns and themes in the data. I will provide descriptions of each child and vignettes that depict instances of guided music play and participants’ play activities, play behaviors, and music responses. I will also discuss my findings and provide implications for future research.
Kathleen Arrasmith is an early childhood and elementary general music specialist. She received her Bachelor’s Degree in Music Education from Baldwin Wallace University in Berea, Ohio and her Master’s Degree in Music Education from the University of South Carolina in Columbia, South Carolina. Ms. Arrasmith’s research interests include early childhood music development, social music interaction, and the practical application of Music Learning Theory in early childhood and elementary general music settings.