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THE ROLE OF MUSIC IN FAMILY AND CHILD DEVELOPMENT 

 

Dr. Esimone, Chinyere Celestina 

Department of Music, Nnamdi Azikiwe University, Nigeria 

Email: admireesomchi@yahoo.com 

 

Abstract 

Anthropological studies have shown that cultural histories are replete 

with abundant evidence on the indispensable role of music in the life 

of man. From the effective use of lullaby in the raising of children to 

the adaptation of music for educational purposes, music exists in many 

forms in the home. Music indeed begins in the home. Studies relating 

to music and family well being have shown that the bonds created in 

music-making and music-loving families, tend to be stronger than 

those found in non-music-making and non-music loving families. This 

study is an assessment of the specific role of music in the well being 

of families and child development and the strategies through which 

these roles could be enhanced.  

 

 

Introduction 

Music is defined by Blacking (1973) as a ‘humanly organised sound’ 

(p.57). Elliot (1995) defined it as a ‘diverse human practice of 

constructing aural temporal patterns for primary values of enjoyment, 

self growth and self knowledge’ (p.128). Walker (1998) believed it is ‘a 

living analogue of human knowing, feeling, sensibility, emotions, 

intellectual modus operandi and all other life-giving forces which 

affect human behaviour and knowing’ (p.57). And Agu (2006) 

described it as ‘an aesthetic art of combining or putting together 

sounds that are pleasant to the ear. It is a universal language of the 

soul; meaning it is a language understood by all and sundry; babies, 

children, adults irrespective of tribe, colour or race. It is a language 

 Awka Journal of Research in Music and the Arts (ARMA) Vol. 10 2014 

mailto:admireesomchi@yahoo.com


 
 

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that appeals to all and it is as important as life. It is a gift from God 

through which we strive to express our joy for the things that are 

real to us, and our longings for the things that might be. Hence 

Esimone (2005) asserts: 

Many things tend to influence life and reveal clear changes in 

character, and music is so effective and very prominent at 

such. It goes beyond organised sounds that please the ear to 

penetrating the innermost being of man, to cause a 

conspicuous change in the attitudes of man (p.1) 

 

Music actually starts or begins from the home. A home is made up of a 

family. A family according to the Oxford Advanced Learner’s 

Dictionary (2000) is ‘a group consisting of one or two parents, their 

children and close relations’ (p.420). In order words, a family is a 

social group in the society that consists of one or two parents usually 

a man and a wife with their children and often times, with close 

relatives or distant friends, living together under the same roof and 

doing every thing together. These, make up a family which in actually 

fact is a home. A home is an environment offering happiness and 

security to its inhabitants. It is a place where something is 

discovered, founded, developed or promoted whether good or bad. It 

is the source of human character and development. Ekpo (2008) 

defined it thus: 

The home is the child’s world. It either mars the child’s life 

or leads to success. It provides him with the necessary 

equipment to fit him for his proper place in the society and 

if guided properly, for its future career, the child is sure to 

be successful, but if the home fails in its duty, then the 

future of the child is damaged (p.28). 

 

A good environment of joy and happiness is what creates a pleasant 

atmosphere in the home, and it is what makes a family different from 

a house. A musical family is a family where joy and happiness booms 

The Role of Music in Family and Child Development 



 
 

67 

and where the atmosphere brings and bonds the members together. 

Music is as important as life and a family that makes and enjoys music 

are found to be a happy family, which in turn leads to the all round 

development of the child in the family. To this Ekpo (2008) asserts: 

There is no doubt that children are inclined to be more 

interested in music and possess more positive attitudes 

towards an appreciation for music when they are brought up 

in homes in which there is regular singing, in which various 

types and qualities of music are heard, performed, discussed 

and enjoyed, and most importantly, in which they are guided 

and encouraged to respond or participate (p.28). 

 

Ekpo (2008) further said, ‘the musical understanding, skills, attitudes 

and appreciation’s possessed by parents or concerned adults have 

pronounced influence upon the musical interest and growth of the 

child’ (p.28). Music is a necessity to life; hence it empowers and instils 

all the necessary qualities an individual needs to explore the world 

around him. When one is unhappy, frustrated, discouraged and 

downcast, music has always been the easy and best tonic suitable to 

bring comfort and joy back to the saddened heart hence it is 

therapeutic. When a child is crying out for food and the food is yet to 

be ready, a musical mother or parent or even sibling could only start 

singing and dancing for the child, obviously, the crying will give way for 

joy and dancing along by the child. Music goes beyond the ability of a 

toy in the life of a child. Of course, when a child or children are 

happy, the family is happy, hence music no doubt leads to all round 

development of the family and the children.  

Music is an integral part of all activities. It is a basic life skill 

as it is with walking or talking. It has so much to do with man’s 

emotions, moods, feelings, attitudes and opinions of life hence it is a 

powerful incentive to the intellectual, emotional, social and spiritual 

development of family and children. Looking at the intellectual aspect 

of children development, it is important to state categorically here 

Dr. Esimone, Chinyere Celestina 



 
 

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that music helps to solve problems that ordinary words and promises 

could not solve. 

 

Intellectually, music is a way of learning, and a means through which 

children’s memory could be developed. Music is an all important tool 

that is very relevant in the intellectual development of children. This 

is so because children love music and are inclined to musical nuances. 

Music expands memory and assists in developing crucial 

language skills. It exerts a multiplier effect on reasoning 

skills, especially on spatial reasoning-an effect that has been 

demonstrated experimentally. Music also reinforces such 

logical and perceptual ideas as beginning and ending, cause 

and effect, sequence and balance, harmony and dissonance, 

as well as arithmetic concepts such as number, enumeration 

and timing (start the music: A report from the early 

childhood music summit.  

www.menc.org/resources/view/start-the-music-a-report-

form-the-early-childhood). 

 

More so, the effect of music on the brain and thinking are 

demonstrable and research has shown that during an electro –
encephalo- gram (EEG), music can change brain waves and make the 

brain more receptive to hearing. Music connects the functions of the 

right and left hemispheres of the brain so that they work together, 

and makes learning quick and easy. Brain function is increased when 

listening to music and studies have shown that music promotes more 

complex thinking. It can make connections between emotions, thinking 

and learning (Davies 2000). 

Music also helps in mathematical skill development in children. 

Maxim (1989) observed ‘singing games such as counting rope jumps 

could help a small child to understand how to count’ (p.289). Moreover, 

the acquisition of reading and writing is made easy and simple with 

music. Music stimulates the mind; and it is the best way to gain 

The Role of Music in Family and Child Development 

http://www.menc.org/resources/view/start-the-music-a-report-form-the-early-childhood
http://www.menc.org/resources/view/start-the-music-a-report-form-the-early-childhood


 
 

69 

knowledge and confidence in oral language and writing hence it’s a 

natural way for children to experience rich language in a pleasurable 

way. 

Emotionally, music is the most effective way children bond with 

their family members, specifically those that make music for them. 

Ekpo (2008) holds: 

The child takes his model of everything from the home. 

Anything he sees the mother, the nurse, the sisters, the 

brothers, the father and other close members of the family 

do, the same thing he copies (p.28).  

 

A music making family either by singing and dancing or consistently 

listening to music on CDs or Videos, will always be friendly to family 

members and sundry, because music makes one happy. Also children 

who sing with other children at school or in any recreational 

environment are found to have a wonderful feeling of belonging to a 

group and at the same time have their emotions enhanced. Children 

from singing homes are happy children. No wonder Plato as quoted by 

Abeles, Hoffer and Klotman (1984) said: 

Music is one of the inspirational form of art, its power is 

contained in its ability to by-pass reason and penetrate into 

the soul and the subconscious, manipulating one’s feelings. It 

is a potent instrument than any other because rhythm and 

harmony find their way into the inward places of the soul of 

which they mightily fasten; impacting grace and making the 

soul of him that is rightly educated graceful (p.4) 

 

Nye and Nye (1992) on the other hand noted; ‘man has utilised music 

all through history to comment upon his experiences’ (p.542), and 

families and children do this naturally and easily in the normal process 

of development. To grow emotionally and socially, children need to feel 

worthy and confident. Freedom to experiment and to respond in 

creative ways to music can produce these feelings. When children are 

Dr. Esimone, Chinyere Celestina 



 
 

70 

brought up in homes that appreciate and make music, they learn to do 

things with little or no fear of threat. Hence, the easiest way to gain 

expression and self confidence is through music. To this, Onyiuke 

(2006) pointed out: 

Through music, children can be led progressively to find 

more meaning in life about them, when they are guided in the 

effective use of their senses of hearing, seeing and feeling 

as tools for exploring their surrounding environment (p.59). 

 

Music is one of the ways for children to remember stories and learn 

about the world around them. And using music as a stimulus can affect 

one’s emotions and make information easier to remember and this is 

more in children. Music creates an environment conducive for learning 

for children especially. It can reduce stress, calm the children down, 

increase their interest in what they are learning and set the stage for 

listening and learning together with other children. 

 

Socially, music strengthens family bonds with children. This is seen in 

their ability to form attachments to their family members and people 

other than their parents. They learn to share and cooperate with 

those around them. Play well with others and show more self-control 

hence singing and playing together deals with the ‘ego’ in them. As 

part of their social interaction, playing and singing together as 

children helps them deal with the ups and downs faced with playing 

and interacting with fellow children. Music can be used in the 

classroom to teach and support the development of social skills 

between children. When they play and sing together, it helps them to 

relate to have a sense of belonging within that group (Page 1995).  

Singing and playing together with other children irrespective of 

their background or short comings both at home, social environment 

and schools where they find themselves, helps them grow with the 

attitude of love that rob off on themselves rather than 

The Role of Music in Family and Child Development 



 
 

71 

discrimination, disrespect and taking people for granted. This social 

character has its root in the family. 

 

Morally and spiritually, music making in the family helps in the moral 

and spiritual development of the members of the family. We realise 

that the child in the family is not isolated from school and society 

because, what the child learns from the home helps him to contribute 

meaningfully to the up-keep of society. Hence music helps a lot in 

emphasising good moral behaviour.  

Onyiuke (2006) noted: 

From the childhood stage of development, the child learns to 

develop his moral attributes in order to live harmoniously 

with his fellow men. In the family and school, the child 

learns songs that teach morals like songs that emphasize on 

respect for elders, dignity or labour, kindness to all, hard 

work, cleanliness and many others. Here learning comes 

naturally and does not need to be memorised with stress 

(p.59). 

 

Moral education is of great importance in the life of every individual, 

and if the society will be good, safe and prosperous, then the moral 

development of her citizens must be insured. Hence Onyiuke (2006) 

asserts ‘songs and the accompanying moral lessons are hardly 

forgotten by the children’ (p.59). And this can really be started and 

maintained from the home that appreciates singing and making music 

daily. Music gets children in tuned with God early in their life. It 

introduces them to their maker and makes them have the fear of God 

in their hearts as they grow up; because daily songs about God, His 

commands and ways are sung in the family daily, either in the family 

devotions in the morning or in the evening devotions before bedtime. 

From childhood days, children from singing families hear songs on how 

to pray, and praying before eating, sleeping and so on, and when in 

school, such songs are emphasised the more; it goes a long way to 

Dr. Esimone, Chinyere Celestina 



 
 

72 

instil knowledge about God in them. Most times, teaching of religion in 

some schools poses controversy and sectarianism, but music 

transcends these barriers and goes to the very heart. ‘Great music is 

that which penetrates the ear with facility and leaves the memory 

with difficulty. Magical music never leaves the memory. A song will 

outlive all sermons in the memory of the hearers and makers’ (Leader 

and Hynie 1958). 

From all the above areas of development through music, it is 

very clear that music plays much role in the family and child 

development. Hence when the children are developing in their 

intellectual, emotional, social and spiritual life, especially through 

music, the entire family is also developing and are very happy and are 

encouraged more in their music making, which in turn leads to the 

general development of the entire family. 

                                 

References. 

Abeles, F. H., Hoffer, C. & Klotman, R. (1984). Foundations of Music 
Education. New York: Schimer . 

Agu, D. C. C. (2006). The Nigerian Policy on Education: Its impact on 

music education programme and delivery in Nigeria. Awka 
Journal of research in music and the arts (AJRMA). 3: 1-8. 

Blacking, J. (1973). How Musical is Man? London: Faber & Faber. 

Davies, N. L. (2000). Learning… The best goes on. Journal of Research 
in Children Education, 1, 149-151 

Esimone, C. C. (2009). Music education and social identity: A study of 

selected Secondary schools in Enugu State. A Master’s thesis 

presented at the University of Nigeria, Nsukka. 

Ekpo, I. S. (2008). Parental factor in early musical exposure as a 

prerequisite for Ideal musical development of the child: 

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Nigeria’s experience. Awka Journal of Research in Music and 
the Arts (AJRMA), 5, 26-34 

Elliot, D. J. (1995). Music matters: a new philosophy of music 
education. New York: Oxford University Press. 

Leader, J. A. & Haynie, W. S. (1958). Music Education  in the High 
School. Englewood, NJ: Pretence Hall.  

Maxim, G. M. (1989). The very young: Guiding Children from Infancy 
through the Early Years. London: Merrill. 

Nye, R. E., Nye, V. T., Martin, G. M. & Ryssleberghe, M. L. (1992). 

Music in the elementary school. Englewood Cliffs, NJ:  

Pretence-Hall. 

Oxford Learners Advanced Dictionary of Current English (2006). 7th 

Edition. S. Hornby (ed). New York: Oxford University Press 

Onyiuke, Y. S. (2006). Music pedagogy as implement for all round 

development of primary school children in Nigeria. INTERLINK: 
A Journal of Research in Music. 3,56-63. 

Page, N. (1995). Music as a Way of Knowing. New York: Stenhouse. 

Walker, R. (1998). In music education, a hundred flowers blossom and 

a hundred Schools of thought contend. Is this a problem? 

International Journal of Music Education (IJME). 1, 32 – 34 

 

 

 

Dr. Esimone, Chinyere Celestina 


