ABSTRACT
This chapter presents the dimensions and understanding of learning. It includes theoretical notions and perspectives on play and anticipation, before exploring musical interaction and learning through music. In contrast, views learning as participation in a social community; knowledge is not seen as existing alone, or in an individual mind, but as a shared understanding within a community group. ‘Symbolic play’, according to Piaget and Inhelder, generally occurs during the pre-school period and is superseded by ‘games with rules’ as children progress to compulsory schooling. This theory of play is based on an approach focused on cognitive achievements of the individual child and their abilities to reason. Developmental psychologists, ethnomusicologists and neuroscientists have become increasingly interested in infant-parent interactions. Brain development and musical learning is essential to be aware of the contribution that music makes to brain function and to therefore value the importance of music and musical activities through life.
