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

Abstract

The development of young children’s musical awareness, preference, and abilities has become an area of interest for many developmental psychologists as well as for music educators and early childhood educators. Yet, surprisingly little research has been conducted with young children on these aspects of development. Past studies addressing music preferences of older children and adolescents have provided two general insights. First, there is a preference for the type of music one is repeatedly exposed to (Bradley, 1971; Getz, 1966; Peery, Peery, Gaynard, & Crane, 1979), a phenomenon more commonly referred to as the “What you hear is what you like” hypothesis. Second, there is a steady age-related increase in children’s preference for popular (or rock) music (Greer, Dorow, & Randall, 1974; Rogers, 1957); this latter hypothesis might be described as “You like what your peers or significant others like.” Applying these hypotheses to younger ages, it may be speculated that young children would develop an affinity for nonrock or classical music if it were the type of music most frequently listened to at home.