This article addresses types and functions of singing practices in 10 families with 3-year-old children living in New York City, with illustrative cases of three families. Initial interviews were held with the parents in the families' homes. Between the initial visit and a follow-up visit 2-3 weeks later, parents observed their children and kept journals describing their engagement in music activity. Transcripts of interviews from each visit, field notes, and parent journals were reviewed for evidence of singing practices. Analyses revealed families used singing to “make special” routine activities and to create and maintain traditions. Parent and researcher observations of children's musical play were characterized by singing. Possible trends were suggested around learned song and spontaneous song. Implications for teaching and learning are considered in terms of what educators might learn from observations of both children's spontaneous play and from musical parenting.
June 14, 2005
March 7, 2006
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