Music in infant-directed digital video discs: a content analysis

Abstract

A rapidly growing industry creates and markets a vast range of screen media products designed specifically for babies and children under the age of three. Marketing of these products targets parents and is based on both implicit and explicit educational claims. Although the majority of products target literacy and numeracy, music presentations are also available. Thirteen DVDs with titles implying a contribution to young children's musical development and education are the focus of this paper. Using ethnographic content analysis, they were examined in light of their repertoire; representations of the multimodal and interactional nature of young children's musical experiences; the developing intermodal perception of infants and toddlers; and the formal production features used to elicit attention. Observations of young children viewing the DVDs and semi-structured interviews with their mothers allowed data triangulation. DVDs found to provide the most valuable presentations for babies offer a variety of repertoire that includes singing and the use of acoustic instruments; model musical interactions between babies and others; and are temporally synchronous and audio-visually congruent. Producers of infant-directed media must consider the developmental needs of young children if their productions are to play a positive role in the musical lives of young children.

Keywords:

• early childhood
• multimodality
• baby media
• musical interaction
• music education

Notes on contributor

Wendy Brooks is currently undertaking PhD studies at Sydney Conservatorium of Music, investigating music and screen media in the lives of young children. She has spent many years teaching music in both primary and secondary schools in western Sydney. In recent years her teaching experience has included lecturing in education and music education at both Sydney Conservatorium of Music and the University of Western Sydney.