Early Children Education through Arts: Pre-school Teachers Views on Types and Frequency of Young Children Engagement in Music Education Activities in Pre-school Settings in Greece

Abstract

The aim of the present study was to examine the frequency of implementing musical activities in the weekly pre-school settings program and the type of musical activities that pre-school teachers choose to implement. Factors that may influence the frequency of implementing musical activities were also investigated. In addition, some indications and changes recommended by pre-school teachers themselves, which would support and facilitate a more frequent implementation of musical activities in the pre-school setting program, were also reported.The Mixed Method Research (MMR) was preferred for this study, which is besides considered a more appropriate method for research in highly multi-factorial areas such as education. The questionnaire was preferred as a basic tool to collect the quantitative data of the study in the quantitative research process. Similarly, qualitative data were explored using the semi-structured interview as the main tool.The study results showed that the majority of the pre-school teachers performed musical activities daily (64.1%). Among the main factors that seem to influence the frequency of music activity involvement, statistically significant differences were only seen between years of service and the age of the pre-school teachers. Some of the pre-school teachers' observations that would benefit from the more frequent implementation of activities from the field of music education were the presence of music educators in the pre-school classrooms, the organization of special training seminars, and providing schools with music education materials suitable for the implementation of relevant activities. Reference was also made to the need to adjust the regulations governing the operation of pre-school settings and the curriculum of the university departments of pre-school education with more music courses.

Quality Assessors’ Feedback and Recommendations on Music Education in Hong Kong Kindergartens

“…Nevertheless, we rarely identified such features in the reports. In addition, the QR reports tended to reflect a teacher-oriented perspective of kindergarten music education, given that teachers play a crucial role in facilitating quality music education [7,8]. However, the reports offered limited recommendations to improve teachers' music pedagogies and children's musical learning.…”

“…In prior interview studies, ECE teachers highlighted the importance of their own role as facilitators of quality music education, predominately focusing on how teachers should prepare, design, and implement musical activities in ECE classrooms [7,8]. For example, in an interview study conducted in the United States by Flores [9], kindergarten teachers suggested quality teaching examples to integrate music with other learning areas.…”