Music Education for Young Children in Scandinavia: Policy, Philosophy, or Wishful Thinking?

Holgersen, Sven-Erik

doi:10.3200/aepr.109.3.47-54

Cited by 7 publications

(3 citation statements)

References 3 publications

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“…If music is to have a given place in daily work, teachers who trust their own competence are required. It is also necessary that teachers be offered further education within this area, in order to strengthen their competence and self-confidence (Garvis & Pendergast, 2011;Gooding, 2009;Holgersen, 2008;Lyndell, 2011;Nilson, Fetherstone, McMurray, & Fetherstone, 2013). However, there is no guarantee that further education convinces educators to begin to see themselves as competent enough to teach music (Holden & Button, 2006).…”

Section: Introductionmentioning

confidence: 98%

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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Section: Introductionmentioning

confidence: 98%

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

Ehrlin

Wallerstedt²

2014

Early Child Development and Care

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“…A successful early childhood music education system should always include acquiring new evaluation information on early childhood music education by assessing the competence of elementary school music teachers that can assess kids without killing the desire for music education in them. Moreover, some pedagogical benefits of music in the mother tongue are those applicable to music in general education [18]. Psychologists have discovered that dealing with young children's education requires calculated educational motives to entice their behavior towards the goals of the curriculum.…”

Section: Problems Faced In Early Childhood Music Education In Zambiamentioning

confidence: 99%

Contemporary problems and solutions for early childhood music education in Zambia

Mulenga¹,

Yan

Teng

2021

Int. J. Vis. Perform. Arts

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Music education is now receiving attention from all works of life especially from psychologist studying children’s mental development scientist has revealed that music education in early childhood helps children develop auditory sense nerves and most of the musical activities aid cycle motor development and children who learn musical instruments have a strong memory function abilities which help them to solve problems in other learning subjects. Learning music in early childhood educations is the bed lock of future education. This is the main reason why early childhood music education researchers are working day and night year in year out to find proper teaching methods to use when interacting with children. As much focus is devoted to studies on children's music education aiding cognitive learning in developing countries, it is a wake-up call for Zambia to develop music education in early childhood education. So this paper investigation endeavors to point out problems and offers sound solutions on the most proficient method to improve music schooling in early childhood education in Zambia by performing a complete overview of the evidence on elementary school education curricula in both government-funded and non-government schools.

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“…Flertalet nordiska studier visar att musikaktiviteter varierar i utförande mellan olika förskolor och att verksamheten i hög grad är beroende av förskollärarnas kunskaper om, och erfarenheter av, att kunna och våga arbeta på ett reflekterande och målinriktat sätt (t.ex. Ehrlin 2012;Holgersen 2008;Holmberg 2014;Still 2011). Still (2011) identifierar ett behov av att förskollärare får fördjupa sina musikpedagogiska kompetenser, inte minst för att förskolan ska kunna erbjuda en mer likvärdig utbildning.…”

Section: Inledningunclassified

Förskollärares perspektiv på musikundervisningens utmaningar för de yngsta barnen i förskolan

Lagerlöf

Wallerstedt

2018

Barn

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Enligt den svenska förskolans undervisande uppdrag ska alla barn få möjlighet att utveckla sin skapande förmåga. Forskning visar dock att förskollärare ofta känner sig osäkra på estetiska uttrycksformer, särskilt musik, och som följd undviker de att sjunga och spela med barn. Musik har samtidigt fått ett allt mindre utrymme i förskollärarutbildningen. I studien adresseras frågan vad ett musikundervisande arbete i förskolan innebär och vilka utmaningar förskollärare talar om i relation till arbetet med målstyrd undervisning i musik med förskolans yngsta barn. Studien är genomförd inom ramen för ett utvecklingsprojekt i samverkan med tre förskolor med 1–2-åriga barn. I projektet har fokusgruppssamtal med förskollärarna genomförts och detta har analyserats utifrån ett diskurspsykologiskt angreppssätt. Två tolkningsrepertoarer framträder i materialet: musik som känsla och musik som ämne, där förskollärarrollerna skiljer sig åt. En slutsats är att ett ämnesadekvat språk är viktigt för möjliggörandet av undervisningsuppdraget. Här befinns lärarutbildningen spela en central roll.

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Music Education for Young Children in Scandinavia: Policy, Philosophy, or Wishful Thinking?

Cited by 7 publications

References 3 publications

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

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

Contemporary problems and solutions for early childhood music education in Zambia

Förskollärares perspektiv på musikundervisningens utmaningar för de yngsta barnen i förskolan

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