Kistler, Stephanie A. K.2015-02-242015-02-242014http://udspace.udel.edu/handle/19716/16038The purpose of this research was to explore social media as a forum for parent education in music. Using a qualitative design, I acted as teacher-researcher-facilitator of a private Facebook group for parents (N=35) of young children over a period of 8 weeks. I collected all posts on the group, recorded all conversations with participants, created and conducted pre and post-study questionnaires, and kept a research journal as data. I analyzed these data sources by hand for patterns, categories, and themes that were relevant to my research questions: a) how do parents describe their musical interactions with their children as a result of participation in the research group? And b) how does social media, particularly Facebook, function as an educative tool in early childhood music? Through constant comparison of all data sources, seven themes emerged: The Musical Child, Parent-Child Musical Interaction, Intentionality, Awareness, Differing Needs, Social Interaction, and Facebook Functionality. My research findings indicated that parents' music making at home is playful and relevant; and parents who identify themselves as non-musicians lack confidence in musicking, both of which are consistent with extant literature. Yet in contrast to prior research, musician and non-musician parents reported participation in developmentally appropriate musical interactions at home with their children, regardless of their musical background. Facebook had benefits and drawbacks as an educative forum. However, musical parent education through a private group on Facebook, led to increased intentionality, awareness, and music making for participants and their young children.Music -- Instruction and study -- Parent participation.Early childhood education.Social media.Facebook (Electronic resource)Thesis903938388