Music and Child Development

1. Front Matter

   Pages i-xiv

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. The Role of Music in Child Development

      • J. Craig Peery, Irene Weiss Peery

      Pages 3-31

3. Development of Musical Abilities

   1. Front Matter

      Pages 33-33

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   2. A Study of Infant Musical Productivity

      • Linda Kelley, Brian Sutton-Smith

      Pages 35-53

   3. Toward a Model for Rhythm Development

      • Rena Upitis

      Pages 54-79

   4. Structural-Developmental Research in Music: Conservation and Representation

      • Carolyn Hildebrandt

      Pages 80-95

   5. Toward a Theory of Music Syntax: Some Observations of Music Babble in Young Children

      • John M. Holahan

      Pages 96-106

   6. Children’s Rhythmic Development from Age 5 to 7: Performance, Notation, and Reading of Rhythmic Patterns

      • Lyle Davidson, Bernadette Colley

      Pages 107-136

   7. The Development of Music Preference in Children

      • Albert LeBlanc

      Pages 137-157

   8. Conceptual Bases for Creative Thinking in Music

      • Peter R. Webster

      Pages 158-174

4. Music and Education

   1. Front Matter

      Pages 175-175

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   2. Music and the Learning of Language in Early Childhood

      • C. Ray Graham

      Pages 177-183

   3. Approaches to Classroom Music for Children

      • Amy Brown

      Pages 184-193

   4. An Analysis of Historical Reasons for Teaching Music to Young Children: Is It the Same Old Song?

      • Thomas W. Draper, Claire Gayle

      Pages 194-205

   5. Children’s Musical Behaviors in the Natural Environment

      • Linda Bryant Miller

      Pages 206-224

   6. The Virtue and Vice of Musical Performance Competitions for Children

      • Irene Weiss Peery, Dale Nyboer, J. Craig Peery

      Pages 225-236

   7. Influences of Home and Family on Musical Opportunities of Educationally Advantaged Second-Grade Children

      • Jean M. Larsen

      Pages 237-248

5. Back Matter

   Pages 249-267

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I acknowledge a deep debt of gratitude to my coeditors: my wife Irene, and my friend and colleague Tom Draper. They have worked with diligence and insight to bring this work to completion. They have delegated the task of writing the Preface to me. As the scientific study of human development matures it is not only natural, but it is necessary to reach beyond understanding the ways humans develop capacities, to study the ways emerging capacities fit into the larger sphere of human undertakings. Music is one of the most significant of those endeavors. As I attend the several piano competitions that are on my agenda each year, and see children seated at the keyboard drawing forth the magnificent sounds of Bach, Chopin, and Ravel, I am always a little awed. Surely, it seems to me, the piano* is among the best of man's creations; the creative energies of great composers are among mankind's greatest expressions; and encouraging children to associate themselves seriously with both instrument and composer can be one of the great blessings to their young lives and, by association, to the larger society. Music touches the entire range of our lifespan on a daily basis. Involving chil­ dren with music and music training has high market, and common sense, validity. Parents understand intuitively that children will benefit, and their lives will be enriched, if they are influenced by music and music training.

• childhood
• children
• development
• education
• learning

• Department of Family Sciences College of Family, Home, and Social Sciences, Brigham Young University, Provo, USA

  J. Craig Peery, Thomas W. Draper

• Department of Music, Brigham Young Univeristy, Provo, USA

  Irene Weiss Peery

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