Many parents worry they cannot help with music practice because they do not play an instrument themselves. The good news is that you do not need to be a musician. You need to be interested, organised and kind, and research on families backs this up.

What the research says about parents

Andrea Creech of the UCL Institute of Education studied 337 groups of parents, pupils and teachers in violin lessons, published in Music Education Research in 2010. Children's enjoyment, motivation, self-esteem and satisfaction with lessons were better when parents:

• asked their child how involved they wanted the parent to be
• talked through practice issues with the child, within the limits the teacher set
• created a structured home environment for practice
• supported a good relationship between teacher and child
• kept in touch with the teacher about progress
• were an engaged audience for their child's playing

None of these needs musical expertise. The five questions below turn them into everyday conversation.

1. What did you learn today?

An open, easy start. It shows you are interested and helps your child recall the lesson while it is still fresh. Short answers are fine. "A new scale" or "the second line of my piece" tells you plenty.

2. What did your teacher say you did well?

Children often remember corrections more than compliments. This question helps them notice their own progress and gives you something specific to praise later in the week. Try to praise the effort or the strategy, for example "You must have listened really carefully", rather than calling them talented.

3. What is the one thing to practise this week?

This is probably the most useful question of all. One clear focus turns practice from "play everything" into a task your child can actually finish. If they are not sure, check the lesson notebook or ask the teacher briefly at pick-up. Keeping in touch with the teacher was one of the helpful behaviours in Creech's study, and most teachers welcome a quick question.

4. Can you show me the tricky bit?

Children love being the expert. Asking to see the hard part makes you an engaged audience, and it encourages them to locate exactly where the problem is. In research by Robert Duke and colleagues at the University of Texas at Austin, summarised by Music Mark, the strongest pianists were those who pinpointed where and why errors happened and then fixed them. You do not need to judge whether it sounds right. Simply ask: "Which part is tricky? Can you play it slowly for me?"

5. How can I help you practise?

This gives your child a say, which fits Creech's finding that it helps to ask children how involved they want their parents to be. Younger children may want you to sit beside them. Older children might prefer a gentle reminder and a quiet room. Agree a plan together, within what the teacher has suggested.

Making it a routine

• Ask on the way home or at dinner on lesson day, while it is fresh.
• Keep it to a couple of minutes. It is a chat, not a test.
• Write the week's focus somewhere visible, such as the fridge. Music-Ready's free weekly chart at free printables has a space for it.
• Invite a short "concert" at the end of the week, even if it is just one piece.

When to talk to the teacher

If practice regularly ends in arguments, or your child often seems unsure what to do, mention it to the teacher. They would much rather know early, and a small change to the week's task is often all it takes. You are part of a team: your child, their teacher and you.