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date: 24 June 2019

Abstract and Keywords

This chapter offers a rationale for parental support and involvement in their children’s instrumental learning. The chapter begins with a brief discussion of the ways in which behavioral support, cognitive/intellectual support, and personal support have been found to influence children’s musical development. A discussion of whether interpersonal relating styles determine the extent to which parents engage in various types of involvement follows. A typology of six distinct parent–pupil–teacher interpersonal interaction types is proposed, drawing on the work of Creech and examined with regard to the extent to which behavioral, cognitive, and personal parental support may influence learning and teaching outcomes among young developing musicians.

Keywords: parental involvement, parental support, instrumental learning, interpersonal interaction, musical development

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