The purpose of this study was to examine the role of the parent as a supporter of practice during a whole-class beginner violin programme and whether it is considered most beneficial for practice to be undertaken at home, at school or in no formal manner. This mixed-methods research project involved a year-group of 31 pupils aged 6–7 years from a preparatory school in an affluent area of the south of England over a 10-week period. Two parent questionnaires were administered at the start and end of the programme and analysed together with pupil focus groups and teacher assessment. It was discovered that most pupils played at home only once a week, and this was only with parental help. Many challenges to practising at home were identified, and by the end of the programme parents considered that their children could have made as much progress without practising at home. Pupils considered the most desirable ways for their parents to support them were to watch and listen, and to play together. Parents were unsure what to do except for offering encouragement. Pupils were very clear that playing together at school was preferable to playing at home, and it was evident that finding a way to establish school practice sessions between lessons would be the most enjoyable arrangement and support the most progress.

中文翻译：

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家长在全班初学者乐器课程中的作用：调查学生及其家长对不同练习模式的家长支持的态度

本研究的目的是检查家长在全班初学者小提琴课程中作为练习支持者的角色，以及在家中、学校或非正式方式进行练习是否被认为是最有益的。这个混合方法的研究项目涉及 31 名 6-7 岁的学生，他们来自英格兰南部富裕地区的一所预科学校，为期 10 周。在项目开始和结束时进行了两份家长问卷调查，并与学生焦点小组和教师评估一起进行了分析。结果发现，大多数学生每周只在家玩一次，而这只是在父母的帮助下。确定了在家练习的许多挑战，到项目结束时，家长们认为他们的孩子不在家也能取得同样多的进步。学生们认为父母支持他们的最可取的方式是观看、倾听和一起玩耍。家长们除了给予鼓励外，不知道该怎么办。学生们非常清楚，在学校一起玩比在家玩更可取，很明显，找到一种在课间建立学校练习的方法将是最愉快的安排，并支持最大的进步。