Nina L. Savchenko

Background. Despite the growing interest in the field of music psychology, the problem of musical experience remains the least developed. Psychological studies take into account the subjective side of musical experience, but usually leave aside the correlation between the characteristics of perception and the actual musical meanings. The works of musicologists, in their turn, reflect the relationship between experience and the structural features of the form of a musical work.

Objective. The study has two aims: 1) to provide a theoretical and methodological analysis of ideas about musical experience in the psychological and musicological traditions, 2) to consider the intonation theory of music and show its relevance for the psychological studies of musical experience.

Methods. A comparative analysis of the concepts of musical perception and experience in the intonational music theory and psychological theories.

Results. Presented analysis allowed to formulate the main features of musical experience, identified on the basis of musicological works. The perception of a musical work is based on the musical form as well as intonation, which allows to conclude that musical experience, on the one hand, is procedural and, on the other hand, is characterized by integrity determined by the meaning of the musical work behind it.

Conclusions. The reference to the description of musical experience in the works of musicologists developing the intonation theory of music allows to approach a theoretical comprehension of musical experience as an activity of understanding the meanings of a musical work based on the intonation hearing and perception of intonation development in music. The study highlighted the grounds for characterizing musical experience: fragmentarity — integrity, subjectivity — reflection of the meanings of the musical work, uncertainty of emotional response — differentiated emotional experience, static character — perception of dynamics in music.

Abstract

Background. Parent–child communication about children's experiences in kindergarten is an essential factor in emotional development and the formation of extra-situational personal communication. However, the content and regularity of such conversations have not been sufficiently explored.

Objective. To identify the regularity and topics of conversations between parents and preschool children in relation to different parenting styles and socio-demographic characteristics.

Study Participants. The study involved 42,864 parents of children attending kindergartens in various regions of Russia (96,9% women, mostly between the ages of 27 and 45).

Methods. An online survey of parents of preschool children was conducted using a questionnaire developed and updated under the supervision of V.S. Sobkin and I.A. Ryabkova. Data analysis was carried out in SPSS Statistics 22.

Results. Most parents regularly discuss the child's day, with particular attention to impressions, emotions, and peer relationships. Such conversations more often occur among mothers, younger parents, and parents with higher education. Parents with a democratic parenting style show greater involvement in children's emotional experiences and their relationships with peers, whereas those with a liberal style show the lowest interest in this area. Authoritarian and disengaged parenting styles are also associated with reduced attention to emotional aspects of the child's experiences. Comparison with data from studies conducted in 1997 and 2007 demonstrates changes in parents' views on parenting and in the content of communication about kindergarten over time.

Conclusion. Parenting style plays a significant role in organizing parent–child communication. A democratic parenting style appears most beneficial for the development of extra-situational personal communication, as well as for fostering a child's ability to reflect on their emotions and social experience.