Singing and Playing with Friends: Musical Identities and Peer Cultures in Early Years Settings

Niland, Amanda

doi:10.1007/978-3-030-17791-1_2

Cited by 5 publications

(3 citation statements)

References 25 publications

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“…Early musical engagement supports many areas of a child’s development (Barrett et al, 2018) affording demonstrable positive cognitive benefits such as improvements in intelligence, verbal memory, processing of prosody and sound, academic achievement and neurological development (Costa-Giomi, 2015). Music’s intrinsic values of interest, enjoyment, engagement, playfulness and choice connect to learning dispositions which promote children’s agency and underpin the five EYLF’s learning outcomes (Dinham & Chalk, 2018; Niland, 2019; Nyland et al, 2015). Music is part of a child’s social culture, providing opportunities to exercise musical agency, play, meaning-making and forming conscious identity (Barrett, 2011; Campbell & Wiggins, 2012; Marsh & Young, 2015; Niland, 2015, 2019; Trinick & Pohio, 2018; Young & Ilari, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Music’s intrinsic values of interest, enjoyment, engagement, playfulness and choice connect to learning dispositions which promote children’s agency and underpin the five EYLF’s learning outcomes (Dinham & Chalk, 2018; Niland, 2019; Nyland et al, 2015). Music is part of a child’s social culture, providing opportunities to exercise musical agency, play, meaning-making and forming conscious identity (Barrett, 2011; Campbell & Wiggins, 2012; Marsh & Young, 2015; Niland, 2015, 2019; Trinick & Pohio, 2018; Young & Ilari, 2019). Active music-making between ECEs and children builds feelings of connectiveness and supports relationship building (Niland, 2015) and ability to actively contribute to their community (DEEWR, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes

Pestana

2021

Australasian Journal of Early Childhood

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Music is ever-present in early childhood but does not feature strongly in the national curriculum framework – The Early Years Learning Framework in Australia or in the intentional practice of educators in early childhood education and care settings. This is mainly due to a lack of knowledge and confidence or self-efficacy to engage musically with the children. Preservice educator training plays a critical role in the development of effective pedagogical skills, knowledge and understanding. This article explored the music education preparation that preservice educators receive in initial training. A content analysis approach was used to review course content of all approved preservice educator programmes in Australia by the Australian Children’s Education & Care Quality Authority. Interviews with tertiary teachers explored content taught. The findings offer rich insight into the extent of music education provided for preservice early childhood educators and implications for the development for future programmes.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes

Pestana

2021

Australasian Journal of Early Childhood

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“…Mereka umumnya lebih mudah belajar jika pemberian bantuan (scaffolding) dalam permainan dilakukan secara bertahap agar anak mencapai hasil bermain maksimal (Bowles et al, 2018). Di samping itu permainan Simpai diiringi musik menambah semangat dan kreativitas anak dalam bermain (Niland, 2019). Permainan Simpai yang dilakukan secara individual dan kelompok juga memberi kesempatan kepada anak usia dini untuk menguji kemampuan pribadi dan kemampuan bekerjasama dalam kelompok.…”

Section: Simpai Levelunclassified

Pengembangan Permainan Simpai: Stimulasi Kecerdasan Anak Usia Dini

Sit

2022

J. Obs. J. Pendidik. Anak Usia Dini

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Permainan Simpai pada dunia internasional dikenal dengan nama Hulahoop. Permainan tersebut mulai tidak dikenal anak-anak pada jaman sekarang karena adanya game online. Namun, guru di Taman Kanak-kanak Citra Indonesia justru menggunakan permainan Simpai dan mengembangkan model atau prosedur penggunaannya dalam proses belajar. Oleh sebab itu, tulisan ini bertujuan untuk menganalisis alasan guru mengembangkan permainan Simpai, model permainan Simpai yang dikembangkan, dan kecerdasan majemuk anak setelah bermain Simpai. Penelitian pada tulisan ini menggunakan pendekatan kualitatif studi kasus. Teknik pengumpulan data yang digunakan yaitu: wawancara, observasi, dan dokumentasi. Berdasarkan penelitian ini, ditemukan bahwa (1) alasan guru mengembangkan permainan Simpai, yaitu: menyediakan permainan yang sesuai dengan perkembangan anak, dan mengurangi kecanduan permainan online atau handphone pada anak., (2) guru mengembangkan model permainan Simpai dalam tiga level permainan, dan (3) sembilan kecerdasan anak berkembang setelah bermain Simpai, yaitu: linguistik, logis-matematis, visual-spasial, kinestetik, musikal, interpersonal, intrapersonal, naturalis, dan eksistensial

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The significance of musical educational interactive technologies for the development of performance and memory in preschool children: The role of pedagogical-parental relationships

Zhu

2023

Educ Inf Technol

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Singing and Playing with Friends: Musical Identities and Peer Cultures in Early Years Settings

Cited by 5 publications

References 25 publications

Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes

Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes

Pengembangan Permainan Simpai: Stimulasi Kecerdasan Anak Usia Dini

The significance of musical educational interactive technologies for the development of performance and memory in preschool children: The role of pedagogical-parental relationships

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