Abstract
The purpose of this study was to examine early childhood and elementary classroom teachers’ music integration practices. The study included 395 California early childhood and elementary educators. Using a survey administered via Qualtrics, I assessed the frequency of music integration in their classrooms. The findings revealed that participants integrated music into language arts (51.9%), math (43.0%), morning carpet time (51.9%), and free time (50.4%). Significant differences occurred between gender and frequency of music integration into physical education; age and other subjects; age and classroom activities; years of teaching experience and classroom activities; and formal training in music and language arts, history-social science, spelling, and classroom activities. The study also addresses potential implications for further research in this area.
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