Music activities of U.S. children in center-based early care and education settings

Abstract

The purpose of this study was to determine a) the extent to which teachers/caregivers provide music activities for children in American early care and education centers, and b) whether there is a relationship between the amount of music activities provided and demographic characteristics. Data were drawn from the National Survey of Early Care and Education. Analysis of responses from 4,101 centers indicates that a majority of centers provide music activities for less than 30 min per day. The provision of music activities for preschoolers appears to be dependent on center funding, the racial and ethnic makeup of the community, and the poverty level of the community. Findings indicate that the documented inverse relationship that exists between music education and the minority population of communities may not exist in U.S. preschools. Results were mixed regarding the role of socioeconomic condition: Those centers that receive any type of government funding are more likely to provide music activities to preschoolers; however, centers located in higher poverty communities are less likely to provide music activities. Study findings indicate that policies to improve the provision of, and access to, music activities for children in U.S. early care and education centers are needed.