Parental support in the development of young musicians - a teacher’s perspective from a small-scale study of piano students and their parents

Oct 15, 2026

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This article examines how parental support and parent-child interactions shape young musicians’ learning processes, attitudes, and outcomes. Using a small-scale case study, the research observes 34 parents and 34 piano students taught by the author across three settings: private studio, private school, and music conservatorium. The analysis considers the role of support during lessons and practice, as well as learning-environment factors and student characteristics in influencing progress and motivation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Parental support and early musical development

Barriers and ways parents can support practising

Fixed beliefs and their impact on progress

Mutual interaction model: parents, child traits, and context

Teachers’ role when parents observe lessons

Parental support in the development of young musicians: a teacher’s perspective from a small-scale study of piano students and their parents Mimia Margiotta Young Conservatorium, Griffith University, Brisbane; St Peters Lutheran College, Brisbane Abstract This article focuses on the influence of parental support and interactions on the young musicians’ learning processes. In an attempt to corroborate the findings ofthe wider research, a case-study has been carried out comprising observations of 34 parents and 34 piano students taught by the author in three different locations (private studio, private school and music conservatorium). The study explores the influence of parental support, during both lessons and practices, on the student’s learning outcomes. The attitudes of children towards the parents’ support during the lessons and practice are also investigated. The influence of aspects of the learning environment and salient characteristics of students are examined. Key words: parental influence, children musical development, instrumental learning, practising, piano lessons Australian Journal of Music Education 2011:1, 16-30 Parents stepping farther There is compelling evidence that the confident and skilled playing of most young performers is supported by caring parents who are committed to help their children along the challenging, yet incredibly fulfilling journey of learning an instrument (Davison, Howe, Moore & Sloboda, 1996). This support is considered to be of paramount importance in the early musical development of a student, as it engenders security and confidence in the child’s playing. The provision of support is not an easy task for parents, considering that they need to: • try to understand an often unfamiliar language. • participate actively with the teaching. • make time to practice with the children. • expose children to various musical opportunities. • encourage and instil positivity. Parents’ socio-economic status, educational/ cultural background, occupation and attitudes/ beliefs related to their children determine the type of involvement they will have in the musical development of their children. Generally, a stable family life provides the child an environment where learning can be nurtured with no external pressures or worries (Howe & Sloboda, 1991a) . Parents who are musically inclined (either professional or amateur musicians) may offer their children a more ‘musically minded’ support, exposing them to the right opportunities and directing them more effectively towards the goals to be achieved during learning. Conversely, parents who are not musical are often unaware of their potential role when it comes to their children’s musical training, often sitting passively during their instrumental class, or simply chaperoning their children to/from lessons (Hallam, 1998) . However, studies have revealed that children who are successful with instrumental learning do not necessarily have parents who have musical abilities; in fact, most have parents who simply offer support and encouragement rather than provide expertise and technical knowledge. In other words, parental commitment appears tobe more significant than high levels of musical competence or ability (Sloboda & Howe, 1991; Davison, Sloboda & Howe, 1995-96) . Parents willing to support their child’s musical learning often do not know how to help the child overcome difficulties and obstacles during the early stages ofthe learning. As a consequence, parents may often be unable to communicate the correct message to their child when it comes to practicing in between lessons. In addition to physical dexterity, children need to develop and refine musical awareness, intellectual agility and emotional depth. During the early stages of learning parents can nurture these attributes through the provision of care, love and patience, in a non-threatening environment. If they understand and appreciate the vital role of practice, th

FAQs

What does the study investigate about parental support in piano learning?

It investigates how parental support and parent-child interactions during both lessons and home practice influence piano students’ learning outcomes. It also considers children’s attitudes toward this support.

How was the case study conducted?

The case study includes observations of 34 parents and 34 piano students taught by the author in three locations: a private studio, a private school, and a music conservatorium.

What factors besides parents’ involvement can affect musical development?

The document highlights learning-environment aspects and salient student characteristics. It also notes that parental goals, the child’s traits, and socio-cultural contexts jointly shape development.

Oct 15, 2026

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