FRESHMΕN PRE-SERVICE EARLY YEARS TEACHER-STUDENTS’ REFLECTIONS ON THE IMPLEMENTATION OF MUSICAL ACTIVITIES TO 4-YEAR-OLD CHILDREN

Abstract

This study explores the reflections of first-year university students (N=18) at a Department of Early Years Learning and Care in Greece on the implementation of music activities to 4-year-old children (N=16) of a nursery school in the Prefecture of Ioannina who visited the university classroom in the context of the course “Music Pedagogy”. The freshmen pre-service early years teacher-students prepared the musical activities with the trainer-researcher aiming to familiarization of the children with the concept of the musical ensemble/orchestra as well as with the means of musical expression (voice, rhythmic and melodic percussion instruments, body percussion). The pre-service early years teacher-students implemented the activities, taking on specific roles. To facilitate their reflections, they were given questions so as to record their thoughts and feelings during their engagement. The qualitative analysis of the teacher-students’ answers highlighted their positive view of being engaged with authentic teaching. In addition, they showed satisfaction with their teaching ability, felt that they confirmed their choice of future profession, revised some of their erroneous views regarding the perceptual abilities of young children, and identified the advantages of early years music education both from their current experience in the educational intervention and from the courses in the first year of their undergraduate studies concerning music education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0772/a.php" alt="Hit counter" /></p>