Is Music an Active Developmental Tool or Simply a Supplement? Early Childhood Preservice Teachers' Beliefs About Music

Kim, Hae Kyoung; Kemple, Kristen M.

doi:10.1080/10901027.2011.572228

Cited by 42 publications

(50 citation statements)

References 25 publications

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“…Teachers' beliefs concerning the nature of child education, development, and teaching and learning, are powerful shaping forces in their classroom practices. Early childhood pre-service teachers' beliefs about music as an active developmental tool rather than mere enrichment are shaped by their experience and knowledge of music (Austin and Reinhardt, 1999; Kim and Kemple, 2011). Investigation into 21 early childhood educators' self-efficacy beliefs for teaching across different subject areas indicated significantly lower scores for the arts in comparison to their perceived confidence for teaching mathematics and English (Garvis and Pendergast, 2011).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

et al. 2019

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This paper reports the findings of a study that aimed to identify the music beliefs and values of educators in early childhood education and care settings in Australia. The aims of the study were 2-fold: to adapt and pilot a survey of music beliefs and values which might be implemented subsequently nationally in childcare settings; and, secondly, to identify the music beliefs and values held by early childhood and care educators concerning music in children's learning. The research questions that guided this component of the study were: What is the profile of early childhood and care educators? What beliefs and values for music engagement are held by early childhood and care educators? What shapes early childhood and care educators' music beliefs and values? Findings indicated that educators' beliefs and values on all items are above the mid-point indicating overall positive attitudes toward music despite the majority having no formal qualifications in music or a history of instrumental performance and/or singing. Given the overall positive attitudes toward music we suggest there is enormous potential within this population for further professional learning and development targeted at music and its potential wider benefits in young children's learning and lives.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

et al. 2019

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“…Secondly, due to teachers' resistance not to deal with music, the music activities in preschool are often handed over to specialist teachers in music or eurhythmics. In the best-case scenario, the specialised teacher come at scheduled occasions and let the children play instruments (Kim & Kemple, 2011;Uddén, 2004), but this does not generally happen. Daily spontaneous singing and playing activities in preschool become at risk when teachers hand over music activities to specialist, due to their own lack of interest, willingness or confidence.…”

Section: Introductionmentioning

confidence: 97%

Preschool teachers' skills in teaching music: two steps forward one step back

Ehrlin

Wallerstedt²

2014

Early Child Development and Care

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This study investigates through observations and interviews what importance further education has for preschool teachers' practice in two music-profiled preschool and their way of conceptualising it. A distinction between music as a method for teaching, on the one hand, and as a content of knowledge, on the other, is used in the analysis. The result shows that the teachers act confidently in dealing with music; both in spontaneous and planned activities, and that they show competence in teaching music to the children. In contradiction, when the teachers are interviewed about their work, they say that they have never been able to sing or play. They talk about music as a method for learning language, but they realise it in practice as the content of learning. This contradiction and its implications are discussed and it is argued that further education needs to take care of the fact that teachers need to develop a professional language.

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“…Additionally, Gillespie and Glider (2010) found that early years teachers use singing and listening mainly to scaffold social and academic skills, or to facilitate transitions between activities. Kim and Kemple (2011) found that whilst early years teachers tend to value music education for its aesthetic, quality-of-life, and social-emotional benefits, they rate it as being less important than other academic subjects, such as literacy, math, and science. Accordingly, the previous literature suggests that most early years music education consists of teacher-directed, whole group-based musical activities, in order to achieve extra-musical objectives.…”

Section: Music Education In the Early Years: Framing The Issuementioning

confidence: 99%

Dutch early years classroom teachers facilitating and guiding musical play: problems and opportunities

Nieuwmeijer

Marshall

Oers

2019

European Early Childhood Education Research Journal

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Musical play is an activity in which young children more or less freely explore and create with sound with limited guidance from a teacher. This study explored the occurrence of musical play in Dutch early years education (4-5 year olds). Twenty early years classroom teachers were interviewed about the content of the music education taking place in their classroom, and about a possible facilitation and guidance of musical play. Findings showed that ten teachers were unfamiliar with musical play, whilst nine experienced it as too difficult due to limited experience and knowledge. One teacher successfully included musical play, due to additional pre-service training. We argue that musical play may be a valuable addition to early years music education, one that enables young children to learn about music more consistent with their age and interests. Based on our outcomes, we advocate the provision of additional teacher education around facilitating musical play.

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Is Music an Active Developmental Tool or Simply a Supplement? Early Childhood Preservice Teachers' Beliefs About Music

Cited by 42 publications

References 25 publications

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

Preschool teachers' skills in teaching music: two steps forward one step back

Dutch early years classroom teachers facilitating and guiding musical play: problems and opportunities

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