Protected: For Researchers

woman observes. smiles at and interacts with children at play in a class

In the MSU Early Childhood Music Play Laboratory, we investigate music learning in children ages birth-7 as well as the concomitant benefits of Music Play in physical, communication, cognitive, and social/emotional/behavioral domains. We are also interested in how Music Play contributes to child and family health and wellbeing.

Current project: Val’s Kids

With generous funding from the Eichler family, we are embarking on a five-year multi-phase project. Outcomes include:

Program Evaluation: How well are we advancing our mission and meeting our goals in early childhood music at the MSU Community Music Schools?
Database: literature on musical and concomitant benefits of early childhood music instruction—database freely available on this website (note that articles may be behind a paywall, but we will include analysis in the database) as well as published as an integrated literature review in a peer-reviewed journal).
Free, public video library of teaching strategies (3-5 minute videos hosted on YouTube and linked on this website).
Longitudinal Study 1: Outcomes for children and families served by Early On.
Longitudinal Study 2: Outcomes for children in early head start, head start, and GSRP.

Selected peer-reviewed publications

arising from past research include:

Salvador, K. & Menon, S. (2024). Lived experiences of adult caregiver “nonmusicians” and “non-singers” in early childhood music classes. Journal of Research in Music Education. Prepublished April 26, 2024. https://doi.org/10.1177/00224294241247578
Salvador, K., Knapp, E., J., & Mayo, W. (2024). Moving beyond data collection: Fostering community engagement in community music schools. International Journal of Music Education 42(2) 203-216. https://doi.org/10.1177/02557614231163556
Salvador, K. & Mayo, W. (2022). Lived experiences of caregivers in early childhood music classes. International Journal of Music in Early Childhood. 17(1), 25-46. https://doi.org/10.1386/ijmec_00041_1
Koops, L. H., Salvador, K., Svec, C., & Renzoni, K. (2022). Documenting “The Early Childhood Music Collaborative:” A multi-organizational response to early childhood music in the time of COVID-19. International Journal of Music in Early Childhood. 16(2), 175-193. https://doi.org/10.1386/ijmec_00034_1
Salvador, K., Knapp, E., J., & Mayo, W. (2021). Reflecting on the ‘community’ in Community Music School after a transition to all-online instruction. Music Education Research. 23(2), 194-210. https://doi.org/10.1080/14613808.2021.1905623

Teacher resources

arising from our practices include:

Reynolds, A., Valerio, W., Taggart, C, with Salvador, K. (2020). Music Play 2: Early Childhood Music Engagement Plans. Guide for Parents, Teachers, Caregivers, and Children. GIA.
Salvador, K. & Renzoni, K. (2021). Singing and Moving in the Time of COVID-19. Teaching Young Children. 14(3), 23-25.
Salvador, K. & Renzoni, K. (2021, February 25). Singing and Moving in the Time of COVID-19. National Association for the Education of Young Children Blog. https://www.naeyc.org/resources/blog/singing-moving-covid-19
Salvador, K., Koops, L. H., Sutton, J., Duncanson, C., & Howard, K. (Eds). (2020). Teaching Early Childhood Music in the Time of COVID-19: Implementing Guidance and Suggestions for Birth-3rd Grade. https://nafme.org/wp-content/uploads/2020/09/Teaching-Early-Childhood-Music-in-the-Time-of-COVID-19-NAfME-ECMMA-Guidance.pdf
Renzoni, K., Levinowitz, L., Salvador, K., Koops, L. H. & Svec, C. (Eds). (2020). Context-Specific Guidance for Teaching Early Childhood Music in the Time of COVID-19. https://docs.google.com/spreadsheets/d/1eN_2UETkNY0WQBvZqEpb_gRNupI-1TwkBDg3WnO0TK8/edit#gid=0