Abstract
A framework for studying parent—child interactions is proposed, based on evidence that parents play a pivotal role in their children's musical development. It is suggested that the goals and aspirations that parents hold impact on the styles and practices they adopt during interactions with their children. Importantly, the model proposes a feedback loop in which child and socio-contextual characteristics interact with parenting goals, styles and practices to help shape children's musical competence and achievement, their sense of musical identity and accomplishment, and their continuing desire to participate, exert effort, overcome obstacles and succeed musically.
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