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Examining the Functions of Infant Musicality Within A EXAMINING THE FUNCTIONS OF INFANT MUSICALITY WITHIN A CHILDCARE COMMUNITY by Nita Chandru Baxani Dissertation Committee: Professor Lori Custodero, Sponsor Professor Susan Recchia Approved by the Committee on the Degree of Doctor of Education Date May 16, 2018 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2018 ABSTRACT EXAMINING THE FUNCTIONS OF INFANT MUSICALITY WITHIN A CHILDCARE COMMUNITY Nita Chandru Baxani The purpose of this case study was to explore and understand the function of music in an infant community. By observing the musical behaviors of seven children under the age of two in both childcare and home settings, I sought to gain new insights that can inform parents, caregivers, and educators about the engagement with and possible functions of music for infants. The theories of Communicative Musicality and psychobiological needs informed this study and provided the lenses through which I observed infant musicality. Data collection comprised semi-structured interviews with parents at home, interviews with teachers, weekly infant room observation fieldnotes, weekly infant music class video observations, parent and teacher diary entries, and artifacts such as memos, videos, and photos from the childcare and home settings. Data analysis involved identifying infant musical behaviors and their possible functions with respect to the child’s musical experience, framed as episodes. Through the use of portraiture, the individual music making of each infant was described within the contexts of the home, school, field observation, and music class settings, and relationships that developed through musical interactions were highlighted within the infant community. Results indicate that vocal and movement behaviors were the most prominent behaviors identified overall, and communication had the highest frequency of all functions. In contrast to the school-based teacher and researcher field observation settings where vocal behaviors were high, movement behaviors were identified as most prevalent during music class. The child-centered emergent curriculum provided space for the infants to demonstrate choice and leadership by setting up musical toys, pointing to an instrument, moving to indicate direction in a song, bringing song books to adults, singing fragments of songs, participating on the periphery, and gesturing for more. Infants listened and engaged in music class by moving and playing instruments and displayed their attentiveness by later recalling and initiating these activities in other settings. Increased infant room vocalizations outside music time included those resulting from delayed imitation and extensions from music class. Music is a social endeavor wherein infants build community, motivating leadership, friendship, and kinship. © Copyright Nita Chandru Baxani 2018 All Rights Reserved ii DEDICATION For all the personalities of the Infant Room, 2016 – 2017 iii ACKNOWLEDGEMENTS I would like to acknowledge Dr. Lori Custodero for broadening my world to include the education of young children. This research means so much to me and your commitment to this work illuminated the music of babies and consequently the music in me. I am fortunate to have worked with you and learned from you these past four years. I would also like to thank the work of my dissertation committee. I am grateful to Dr. Susan Recchia for allowing me the opportunity to find my way into this research and the lives of babies by offering me your tireless support and the opportunity of working within such an inspiring educational environment. My sincerest gratitude is extended to Dr. Jeanne Goffi-Fynn and Dr. Kimberly Noble for their careful consideration of and thoughtful comments on this dissertation. I am very fortunate to have many dear friends (near and far) who have contributed their insight and support for this research. Thank you to Dr. Fiore Sireci, for his expertise and encouragement of my work. Many thanks go out to Jennifer Ku, Julie Sandfort, Ying Hung Du, and Xiaoqian Wen for their work and support during data collection and data analysis, which provided valuable insights and questions over which to ponder. Thank you to Paolo Calì for his care and contribution, I am so appreciative. Thank you to Linda Van Haver for her constant and tireless support these past years and to Dr. Douglas Anderson, for being my supporter and ears in music and research. Many thanks to Adriana Diaz-Donoso and Dr. Sarah Perry for helping me find my way with their expertise and knowledge—I am deeply appreciative. I would like to extend a very special iv thank you to my dear friend Dr. Claudia Calì, whose tireless support from the first day we met has been a constant throughout my time at Teachers College. I am especially grateful for your honesty, your ears, and your belief in me. Thank you to my husband, Richard Blatherwick, whose belief in me sustained me through these past four years. I am thankful for your unconditional love and accepting me for who I was and who I have become. Finally, I thank the parents and teachers involved in both the pilot study and the dissertation for generously sharing their world and knowledge with me and to the infants who revealed to me their truth, their music, and their voice. I will forever be indebted to you in how I view the world. N. B. v TABLE OF CONTENTS I – INTRODUCTION ......................................................................................................... 1 Narrative ................................................................................................................. 1 Background ............................................................................................................. 5 Problem Statement .................................................................................................. 9 Purpose Statement ................................................................................................. 11 Definitions and Assumptions ................................................................................ 12 Plan of Research ................................................................................................... 13 Research Questions ............................................................................................... 13 Overview of Method ............................................................................................. 14 Delimitations ......................................................................................................... 15 Plan for Remaining Chapters ................................................................................ 15 II – REVIEW OF LITERATURE..................................................................................... 16 Overview ............................................................................................................... 16 Infants and the Social World................................................................................. 16 Infants with Adults .................................................................................... 17 Infants with Their Peers ............................................................................ 18 Infants in Community ............................................................................... 20 Infants, Music, and the Social World.................................................................... 21 Communicative Musicality ....................................................................... 22 Psychobiological Needs ............................................................................ 23 Mutuality. ...................................................................................... 23 Belonging. ..................................................................................... 24 Finding and making meaning........................................................ 25 Hands-on competence. .................................................................. 25 Elaboration. ................................................................................... 26 Adult Roles in Music with Infants ............................................................ 26 Reciprocity. ................................................................................... 27 Parents as musical mentors ........................................................... 28 Teachers as musical mediators and enhancers. ............................. 29 The Functions of Music for Infants ...................................................................... 30 Music for Communication ........................................................................ 30 Music for Comfort .................................................................................... 34 Music for Exploration ............................................................................... 37 Music Behaviors in Infancy .................................................................................. 41 Vocalizations............................................................................................. 41 Movement ................................................................................................. 44 Conclusion ............................................................................................................ 46 vi III - METHODOLOGY .................................................................................................... 47 Overview ..............................................................................................................
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