Songs are taught, songs are learnt: musical preferences in early childhood

• Published in: Music education research Vol. 19; no. 3; pp. 309 - 326
• Main Authors: Arriaga-Sanz, Cristina, Riaño-Galán, María-Elena, Cabedo-Mas, Alberto, Berbel-Gómez, Noemy
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03-07-2017; Taylor & Francis Ltd
• Subjects: Children & youth; Context Effect; Early Childhood Education; Foreign Countries; Informal Education; Interviews; learning contexts; Music; Music Activities; Musical preferences; musical repertoire; Parent Attitudes; Preferences; Questionnaires; School environment; Singing; Statistical Analysis; Student Attitudes; Teacher Attitudes; Young Children; Spain
• ISSN: 1461-3808; 1469-9893
• DOI: 10.1080/14613808.2016.1214694

This study analyses the musical preferences of children in early childhood education. It also strives to determine the learning environment where these preferences develop, as well as to identify both teachers' and families' degree of knowledge of these preferences. The study was conducted in four Spanish autonomous communities: the Basque Country, Cantabria, the Community of Valencia and the Balearic Islands. A total of 286 five-year-old children, their parents and their teachers participated. The analytical design consisted of a threefold interview through which we gathered and compared the information obtained. The genres and sub-genres of music that the children prefer emerged from the analysis of the results, as well as the influence of each learning environment. Likewise, information is provided on the percentage of parents and teachers who are aware of the children's musical preferences.