ABSTRACT
Research into childhood and school-based music learning primarily concerns parental and teacher influences on social, emotional, cognitive, physical, linguistic and creative development within musical contexts. Common musical experiences were singing, playing, moving, listening and creating. With older children comes an interest in playing a musical instrument. Parents play a crucial role in the success of their children by providing ancillary support, such as paying for private lessons, providing transportation, and so on. Play, and the use of imagination and imitation, are paramount in vicarious experiences, which in turn are critical components of social cognitive theory. Although perhaps commonly observed in informal situations such as garage band rehearsals, peer-learning opportunities can also occur in more formal settings like schools. There are also many ways that peer-supported learning can be mediated through digital technology. For young children, technology allows for playful experiences in creativity, improvisation and social communication in pairs or small groups.
