Lily Chen-Hafteck

Music and Language Development in Early Childhood: Integrating Past Research in the Two Domains

This paper aims at establishing the link between music and language development in children by drawing together the music and linguistic developmental research literature. It informs educators the significance of integrating the two domains in the study of early childhood development Three aspects in the developmental processes were investigated: early perception of sound, premusical and prelinguistic vocalization and the emergence of singing and speech. In addition, the linguistic and musical environmental stimulation, that is babytalk and lullaby respectively, was also discussed. It was shown that music and language development are indistinguishable during the early stages, and only until later stages that they become more diversified. The implication for educators is that in order to enhance the learning of either or both, music and language should be closely related.

Discussing Text-Melody Relationship in Children's Song-Learning and Singing: A Cantonese-Speaking Perspective

Past music education research has indicated that words are of high significance in childrens song acquisition. As some children learn words first, belief has come about that words are a distraction to childrens learning of melodies in songs. This in turn has led to the implication that words and tunes should be taught separately. However, the existing research findings are inconsistent, and have not been thoroughly tested outside of Western culture. Furthermore, some psychological research has suggested that text and melody in songs are integrated in memory. Bearing these factors in mind, the present article reviews and explores the nature of text-melody relationship of songs in childrens minds within various cultural contexts, especially considering Cantonese-speaking children. An integration hypothesis is proposed to explain childrens cognitive processes involved in song-learning and recall. It is argued that the text-melody integration occurs, but involves specific levels: childrens linguistic and musical abilities (the internal potential), the songs (the external stimuli) and childrens cognitive strategies (the internal response); and that it exists in different degrees under the influence of age, sex and native language.

Contextual analyses of children's responses to an integrated Chinese music and culture experience

The present research investigated the effects of an interdisciplinary program on Chinese music and culture, based on a sociocultural approach to multicultural music education. The program was introduced to 250 fifth- and sixth-grade children in three schools in New York, USA. Reports and questionnaires were collected from the teachers, students, evaluator and administrator. Documentation of students’ work was also examined. Qualitative analysis was conducted to study the context and effects of the program on each school. Results imply that whether multicultural music education experience can lead to positive cultural understanding and attitude depends on many factors, including teachers’ attitude, teaching approach, and the students’ learning environment. It was suggested that a flexible student-centered curriculum using the sociocultural approach can enhance the positive effects of multicultural music education. The effects include an increase in cultural and musical knowledge, learning motivation, positive attitude towards people from other cultures, and self-confidence for students from the minority cultures.

The engagement in musical activities of young children with varied hearing abilities

This multiple case study examined the musical experiences of five hard-of-hearing/deaf children (hearing loss ranging from 35–95 dB) and four typical-hearing children, ages 3–4. Their responses to various musical activities were observed and analysed using flow indicators. It was found that both groups of children: (1) were capable of engaging in musical activities; (2) demonstrated musical knowledge in musical structure, musical styles, beat and rhythmn; (3) expressed their need to communicate through music; (4) showed that their quality of flow experience was dependent upon individual characteristics; and (5) indicated that their exhibition of flow experience was affected by the nature of musical activities. It was concluded that musical activities can be pleasurable for hard of hearing/deaf children even if their perception of music is different from children with typical hearing. There is a need for a variety of activities that can encourage development of various skills and aspects of flow experience. Teachers need to respect childrens different learning needs and believe in their learning abilities.

Pulling the River: The Interactions of Local and Global Influences in Chinese Early Childhood Music Education.

Educators in China are facing challenges as a tug-of-war between local culture and global influences in Chinese early childhood music educations plays out. By exploring the situations of Hong Kong and Nanjing, the authors demonstrate a wide gap between policy and practice. The top-down policy from government officials is based on global views of education. It cannot work without providing the necessary support for teachers, parents, and children based on an understanding of local cultural beliefs. Four factors need to be considered in bridging this gap. The aims of the policy must be appropriate; resources necessary should be available, capacity of the practitioners has to be adequate, and the local environment should be carefully considered.

Singing and cultural understanding: A music education perspective

This article explores the relationship between singing and cultural understanding. Singing emerges in infancy and develops through processes of enculturation and socialization. When we sing songs from diverse cultures, we are granted with opportunities to learn about the cultures of others, and gain a better understanding of our own. Thus, singing songs from different cultures may play important roles in the construction of our identities and in how we perceive and understand others, and ultimately ourselves. Cultural understanding, however, is complex in nature and multi-layered. Even if research findings concerning the relationship between singing and cultural understanding are mixed, we argue that there is value in enhancing students’ cultural understanding through singing multicultural songs. Singing multicultural songs can also promote the well being of students. It is beyond the education of music. It is about a comprehensive education of humans as social beings and music as a human endeavor.

Singing Cantonese Children's Songs: significance of the pitch relationship between text and melody

Abstract In contrast with most Western languages, Cantonese is a tonal language. This study examines how young children sing Cantonese songs with different pitch relationships between text and melody; and whether Cantonese texts can be matched to Western diatonic melodies. A diatonic song with three different texts was sung by 194 Hong Kong children aged three to five: two groups of Cantonese‐speaking children sang with tone‐mismatched and tone‐matched Cantonese texts, respectively; one group of English‐speaking children sang with an English text. The results showed no significant differences in overall pitch accuracy between singing the two Cantonese texts. However, Cantonese subjects sang more accurately than their English counterparts. Group, age and sex differences were also found in the accuracy of individual intervals. Furthermore, linguistic tonal articulations were exhibited in singing Cantonese texts; the English children sang in a more legato manner than the Cantonese children did; the English t...

Pitch abilities in music and language of Cantonese-speaking children

The relationship between musical and linguistic pitch abilities in young children was explored. Developmental research demonstrated that abilities in pitch perception and production in early music and language development are closely integrated. Cross-cultural evidence also illustrated the influence of language characteristics on music, childrens songs and spontaneous singing. A close examination into the singing ability of the Cantonese-speaking children in Hong Kong showed that pitch abilities in language can possibly enhance pitch accuracy in singing. It was therefore suggested that musical and linguistic abilities should be encouraged in close connection during early childhood.

The Responses of Preschoolers with Cochlear Implants to Musical Activities: A Multiple Case Study.

The purpose of this study was to investigate the musical experiences of preschool cochlear implant users. Research objectives were to examine: (1) musical, social and emotional responses to activities; and (2) whether length of experience with the implant influenced responses. Participants were three prelingually deafened children, age 4, attending a Deaf school in the Northeastern USA. Cochlear implant experience of Child A, Child B and Child C was three years, one year and one month, respectively. Qualitative data including lesson and video transcripts and researcher field notes were coded into musical, social and emotional response categories. Data analyses revealed participants’ ample musical responses and that cochlear implant experience had an impact upon participants’ singing. Music educators must consider the individual differences of the prelingually deafened child modifying lesson design and content to meet their various needs.