Musical Care as a Pathway to Learning: Developmental Support for Individuals who have Down’s Syndrome

1. Kyriaki Pafiou (University of Luxembourg)
2. Potheini Vaiouli (University of Luxembourg)

Correspondence: kyriaki.pafiou@uni.lu

Musical care is a broad and inclusive framework in which music is recognized as a resource for sustaining development, wellbeing, and learning (Spiro and Sanfilippo, 2022). When situated within caring environments, music functions not only as an artistic activity but also as a pedagogical and social practice. In this study, we explored whether musical care could support learning processes in individuals who have Down’s syndrome. Learning was conceptualized through the interconnected constructs of mastery motivation and self-regulation, which underpin persistence, goal-directed behaviour, and emotional regulation (Gilmore & Cuskelly, 2017). Considering social factors that may place strain on the learning experiences of individuals who have Down’s syndrome, such as experiences of failure and low expectations, we examined whether musical environments grounded in care may offer inclusive and relational contexts that foster motivation, emotional regulation, and social engagement. In doing so, the study sought to understand how musical care may support learning processes. It address the following research questions:

Is there an association between:

1. participation in informal musical activities and mastery motivation levels?
2. participation in informal musical activities and self-regulation levels?
3. participation in formal musical activities and mastery motivation levels?
4. participation in formal musical activities and self-regulation levels?

A parent-reported survey (Likert-scale and open-ended questions) explored children’s musical environments (type and frequency of musical activities), children’s Mastery Motivation (Revised Dimensions of Mastery Questionnaire DMQ 18), and children’s Self-Regulation (Schwarzer's Self-Regulation Scale). Quantitative data were analyzed using descriptive statistics and correlation analyses. Qualitative data from open-ended questions were analyzed using inductive thematic analysis to explore parental perspectives on the role of music in their children’s learning and development.

Survey results indicated participants’ moderate to high engagement in informal musical activities (singing, dancing, listening, family music-making) and relatively lower participation in formal music lessons (group or private). Informal and formal music activities were associated with aspects of social engagement, persistence, and self-regulation. Qualitative findings highlight musical activities as source for motivation and emotion regulation.