Impacts of goal-oriented music education in early interaction

A theoretical background concerning interactional purposes of music education is described in this article. It serves as a basis for a PhD-action study [40] called the Belly-Button Chord, carried on Grounded Theory out [14]. The theoretical basis was providing a framework for music education even from the prenatal stage and increasing understanding according the role of music education as a support for interaction.
Many prior studies have focused on the power of the voice, even prenatally. In this study, music education was considered as a holistic event. It was assumed versatile musical experiences would have an impact to the mother and the fetus. The learning comprehension was constructivist [e.g. 15; 43; 62; 90; 94]. The fetus’ / infant’s development was explored based on the ethological theory [35]. A profound learning process was observed as a sum of the sense, the emotions and the body working together [17]. Goals to musical actions were set.
Learning begins prenatally [11]. Music education has holistic and musical, developmental effects. Emotions are important and mutual in music [37], for a mother and a child. Music education can be used as support for communicational skills. Music can be understood as communication: communication contains musical qualities [22].