Moving towards music

Motivation, identity, agency and co-operation through musical engagement in the early years

Abstract

This paper provides a broad overview of the theoretical approaches underpinning our understanding of early musical development and considers how this sets the foundation for later development across the lifespan. Through a review of research evidence and theory, I argue that movement is at the heart of theories of development, interaction and synchrony form the foundation for music learning, and motivation, agency and identity shape patterns of early years engagement with music. The importance of setting these activities in context is also emphasised: in order to fully understand young children’s musical experiences as parents, teachers and researchers, it is vital that we consider the cultural contexts and histories of the music, the listener, and the situation, as well as how these may interact.