The challenge of ensuring effective early years music education by non-specialists

Abstract

The article reports research concerning the potential and actual benefits for young children in engaging in musical activities, whether in the home or outside, such as in community nursery settings and schools. The research literature suggests that music can support a wide range of psychological, social and physical behaviours and development. However, there is a paradox in that many teachers and teaching assistants of young children are likely to have a somewhat limited professional knowledge of how best to organise effective music education. They may also be unaware of how to maximise music's wider benefits. One possible solution is to effect appropriately mentored professional development with experienced early years music specialists. Evidence of how such professional development can make a difference is exampled in several recent and ongoing workplace-based case studies from the UK and Australia.

<p>Music in Early Childhood Education: generalist teachers versus specialist teachers [Música en Educación Infantil: profesores generalistas versus profesores especialistas]</p>

“…This internal debate was settled in most cases under the current regulations (Royal Decree 1594/2011), which do not make it compulsory for MT to teach this subject in Early Childhood Education. However, the application of the regulations has not meant the end of the real problem, and there are many ET who still consider that it is the MT who should teach this subject (Barrett et al, 2020;Rajan, 2017;Welch, 2020).…”

Teachers’ conceptions of music teaching: A systematic literature review 2010-2020

“…In this perspective, the importance of the teacher's role in the teaching of music is fundamental for an enlightening experience and life experiences that reach all students in the classroom, since music is conceived as broad, inclusive, and participatory [22]- [24]. Consequently, the research question is related to knowing how teachers are teaching music education in the classroom.…”

Is music on the wane? A small mixed methods study exploring musical learning in the school reception class in the East of England

“…A further measure of effective practice in the early years concerns teacher 'Knowledge and understanding' of both child development and the curriculum (Sylva, et al, 2004;TDA, 2008;Wiggins & Wiggins, 2008;Keeble, 2016;Poulter & Cook, 2022). This is particularly pertinent for music on account of the long-standing and ongoing generalist/specialist primary school teaching debate (Mills, 1989;Alexander et al, 1992;Holden & Button, 2006;Wiggins & Wiggins, 2008;Hallam et al, 2009;de Vries, 2011de Vries, , 2013Hennessy, 2017;Welch, 2020). Generalist class teachers are expected to have a working knowledge of approximately 10 National Curriculum subjects at Y1 or seven learning areas in the EYFS (Welch, 2020).…”

“…This is particularly pertinent for music on account of the long-standing and ongoing generalist/specialist primary school teaching debate (Mills, 1989;Alexander et al, 1992;Holden & Button, 2006;Wiggins & Wiggins, 2008;Hallam et al, 2009;de Vries, 2011de Vries, , 2013Hennessy, 2017;Welch, 2020). Generalist class teachers are expected to have a working knowledge of approximately 10 National Curriculum subjects at Y1 or seven learning areas in the EYFS (Welch, 2020). Indeed, a degree of specialist knowledge is helpful, particularly if teachers are to engage children, as well as differentiate and scaffold learning towards Vygotsky's zone of proximal development (Vygotskii & Cole, 1978;Bond, 2015).…”