Het klinkt als muziek in de oren: het ontwikkelen van zelfregulatie in een muzikale ouder en kind interactie Het verschil in gedeelde aandacht, emotionele expressie en imitatie van jonge kinderen tussen een muzikale ouder- en kind interactie en een vrij spel ouder- en kind interactie.

Abstract

Parents play a crucial role in the social-emotional development of their child. Through interaction, the parent can support and stimulate the child in its social-emotional development. The extent to which the parent- and child interaction contributes to the social-emotional development is determined by the characteristics of the parent, the characteristics of the child and the type of interaction. However, little research has been done into which type of interaction contributes to the social-emotional development of children between the ages of 1 and 2 years. Children with this age experience a strong growth in the development of self-regulation (part of the social-emotional development). Music seems to be a good tool for parents and their children to stimulate the development of self-regulation. Through video observations, current research compares the characteristics of self-regulation of children in a musical interaction and a free play interaction. The characteristics of self-regulation include the length of joint attention, the type of emotional expression and the frequency of imitation. This study consisted of observations of 1 to 2-year-old children (n=35*) and their parents. The 10-minute musical interaction and the 10-minute play interaction were videotaped at the children's homes. The results revealed that the length of joint attention was significantly longer in a musical interaction than in a free play interaction. In addition, the frequency of imitation was significantly higher and the children showed significantly more positive emotions in a musical interaction than in a free play interaction. Therefore current research contributes to the lack of knowledge about the most effective type of interaction for children with problems with selfregulation by suggesting that a musical interaction has a more stimulating effect on the development of self-regulation than a free play interaction. *Because of the Corona crisis, data collection had to be cancelled. In consultation with the university it was therefore decided to perform data-analyses on simulated data, N=899