![]() Other parents, however, reported that their children were happy with the online learning setting, but acknowledged their concern that they had little interaction with their teacher during this period ( Zhao et al., 2020). ![]() Some parents reported difficulties coping with the demands and expressed anxiety about their children’s progress because they were unable to focus on subjects taught through online classes, became bored and unable to sustain their concentration, or preferred gaming rather than online learning ( Apriyanti, 2020). Staying at home all day challenged many parents to work and to assist their children with schoolwork at the same time. The social and psychological consequences of this dramatic change cannot be underestimated. House confinement heavily affected family routines and the way parents helped their children with their schoolwork. Many others were laid off or unable to find full- or part-time work ( Portuguese Government, 2020). The lockdown of businesses and services forced many adults to work from home. Instrumental music teachers were allowed to teach synchronous lessons through video-conference calls or, if the internet connection proved insufficient, asynchronous lessons through receiving videos from students and sending them feedback through the same means ( Portuguese Ministry of Education, 2020).ĭuring the period of lockdown, the family environment also changed considerably. At music conservatoires, music teachers were encouraged to adopt whatever means and tools they found most effective given the availability of computers and internet connections. In Portugal, the Government decreed the lockdown of schools effective on March 16, thus affecting the last 2 weeks of the second term (March 16–27) and the entire third term (starting on April 14). Unable to maintain in-person classes and lessons, students and teachers were forced to stay at home and to create and explore new tools and strategies to maintain pedagogical continuity. Worldwide, the emergency measures to prevent contagion included social isolation and the suspension of any non-essential economic activities, including the closure of educational facilities that affected all levels and modalities of the education system ( Mackenzie & Balmer, 2020). Due to the SARS-CoV-2 pandemic (stemming from a new coronavirus first identified in China in late 2019), various countries took measures to stop the spread of the virus. In fact, the link between parental involvement and children’s musical achievement is so strong that some authors assert that a lack of parental support will seriously impede the learning of a musical instrument ( McPherson et al., 2012 Reis, 2009).Īt the start of 2020, the outbreak of a global pandemic crisis posed new and unprecedented challenges across all areas of education, including music education. Various research has shown that parental support is of the highest importance in the early stages of a learner’s musical development ( Asmus & Hodges, 2006 McPherson, 2009 McPherson & Davidson, 2002 Pomerantz et al., 2005 Zdzinski, 1996). The findings are discussed in relation to the importance of parental involvement in a child’s instrumental music education. Results indicate a strong relationship between parental support and musical achievement, with students who received higher levels of supportive parental involvement performing better than before the pandemic crisis. Simultaneously, teachers provided information about the student’s achievement during the lockdown compared with the previous in-person performance period. Parents supplied information on the frequency in which they provided student-support-related attitudes and actions in the home context. For this study, 39 parent–teacher dyads of first-grade students of an instrument music course were recruited from two public music conservatories. ![]() We explored whether parental support, provided during the lockdown period, was associated with their child’s achievement as reported by their instrumental music teacher. This investigation was conducted during the period of a COVID pandemic lockdown in Portugal. At the start of 2020, the outbreak of a global pandemic crisis posed new and unprecedented challenges to education, forcing families to stay at home to prevent contagion. The quality of parental support is recognized as a crucial factor in the early stages of a student’s development, and particularly in instrumental music education.
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