| Early childhood educators describe parents as the child's first teacher. The author of this study sought parent perspectives and meanings concerning music and music education for their preschool children (ages 3 to 5). Data sources included in-depth interviews with 12 parents whose children were enrolled in preschools in which music instruction was provided or who were enrolled in music education programs for preschool children, and observations of these parents and their children. Analysis of data records revealed that: (a) Parents' attitudes toward music were shaped by their perceptions of music interest and enjoyment they experienced, their children experienced, or other family members experienced; (b) parent perceptions of their children's interest in and enjoyment of music became the primary motivation for providing music and participating in music with their children; (c) parents viewed music as an integral part of family culture, yet, most parents were unaware of their role in their children's music learning; and (d) parents believed that music and music education had the potential to enhance their children's lives, especially socially and emotionally. Findings of this study imply that: (a) "Hearing" parents' musical stories may help educators become cognizant of the importance of what is being taught through music and may help to reconcile parent and music educator aims for preschool children; and (b) music educators' conversations with parents may influence children's musical lives by creating parent awareness of their children's musical interests, behaviors, responses, and activities, and by helping parents perceive the importance and multiplicity of their roles in their children's musical lives. |
