Music as a language learning resource: An online program promotes vocabulary development of children with cochlear implants and maternal well-being

Background: Cochlear implants (CIs) help children with congenital profound sensorineural hearing loss gain auditory access and begin language acquisition, with early implantation being particularly beneficial. However, many children with CIs experience delayed language development, and their mothers could report elevated stress levels related to communication challenges and caregiving demands, which can, in turn, affect child outcomes. Research suggests that music can be a motivating resource for both children with CIs and their families, enhancing language development and overall well-being. However, few home-based music programs have been implemented for very young children in the early stages after CI activation. Objectives: This study examined the effects of a 12-week online music program for early-implanted children and their mothers, aiming to promote children’s vocabulary development and reduce maternal stress. Methods: Sixteen children with CIs (mean age = 17.6 months) and their mothers participated in the music program (CI-T group), and sixteen age-matched children with CIs (mean age = 18.5 months) with their mothers received standard treatment (CI-C group). The program began three months after CI activation. All participants were assessed before (T1), after (T2), and six months post-intervention (T3). Child’s vocabulary was measured using the MB-CDI, maternal stress using the Parenting Stress Index–Short Form (PSI-SF), and acoustic environment exposure using CI datalogging. Results: The CI-T group showed significant gains in expressive vocabulary across all assessment points, while the CI-C group improved only between T2 and T3. Only the CI-T group showed reduced scores on the PSI-SF “Difficult Child” subscale between T1 and T2. Increases in children’s vocabulary were significantly associated with decreases in maternal stress, particularly in perceptions of the child as difficult or the relationship as dysfunctional. Exposure to “speech in quiet” was associated with vocabulary growth and lower maternal stress. Conclusions: The study suggests that the online music program had a positive effect on both the children’s vocabulary development and the reduction of maternal stress for the group who participated in the program, highlighting the potential benefits of integrating music-based interventions to support children with CIs and their families in the first months after CIs’ activation. Optimal acoustic conditions in the home environment promote mutual influences between children’s vocabulary development and maternal well-being