Abstract
Despite major advances in research on musical ability in infants, relatively little attention has been paid to individual differences in general musicality in infants. A fundamental problem has been the lack of a clear definition of what constitutes “general musicality” or “musical ability” in infants and toddlers, resulting in a wide range of test procedures that rely on different models of musicality. However, musicality can be seen as a social construct that can take on different meanings across cultures, sub-groups, and individuals, and may be subject to change over time. Therefore, one way to get a clearer picture of infant musicality is to assess conceptions of musicality in the general population. Using this approach, we surveyed 174 German adults, asking about their view and conceptions regarding behaviors that characterize a musical child under 3 years. Based on previous studies on adult and child musicality, we designed a survey containing 41 statements describing musical behaviors in children. Participants were asked to rate how indicative these behaviors were of musicality in infants and toddlers. PCA analysis revealed 4 components of musical abilities and behaviors in under-3-year-olds: Musical Communication, Enthusiasm and Motivation, Adaptive Expressiveness, and Musical Abilities as traditionally defined. Professional background and musical expertise of the respondents did not significantly influence participants’ conceptions. Our results suggest that, in order to capture musicality in young children, a wider range of skills and observable behaviors should be taken into account than those assessed by traditional musical ability tests for young children.
Highlights
Across the last century, a wide range of tests have been developed to measure musical ability in childhood (e.g., Gordon, 1965, 1979, 1982, 1989a,b; Bentley, 1966; Seashore, 1967; Wing, 1981)
A wide range of tests have been developed to measure musical ability in childhood (e.g., Gordon, 1965, 1979, 1982, 1989a,b; Bentley, 1966; Seashore, 1967; Wing, 1981). These instruments are based on a very diverse range of different theoretical models and conceptions of musical ability (Shuter-Dyson, 1999). This diversity is due to the fact that musicality is not a natural category, but a social construct that can take on different meanings in different cultures, subgroups, and even individuals (Blacking, 1971; Hallam and Prince, 2003)
This study is a first step toward enhancing a general understanding of conceptions of musicality in children under 3 years
Summary
A wide range of tests have been developed to measure musical ability in childhood (e.g., Gordon, 1965, 1979, 1982, 1989a,b; Bentley, 1966; Seashore, 1967; Wing, 1981) These instruments are based on a very diverse range of different theoretical models and conceptions of musical ability (Shuter-Dyson, 1999). The identification of behavioral indicators of musicality can lead to a broader understanding of how (conceptions of) musicality change(s) across different target ages and serve as a starting point for the development of age-appropriate test procedures, which can be used to determine early musical skills and to map individual developmental trajectories
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
