Abstract
This study explored the influences of teacher education on musical curriculum on young children's responses to music. This project was carried out at ten diverse child care programs located in Central New York State. The investigation included observations of children's responses as they participated in a singing activity led by their teacher, ratings by a music specialist who listened to each child sing alone, questionnaires completed by parents and teachers, teacher instruction of a music curriculum designed specifically for young children, the monitoring of classroom activities, and interviews with the teachers. Results of the findings show: (a) during a music activity, children attended to their teachers; (b) children's responses to music differed according to their age; (c) teaching a music curriculum to early childhood caregivers does make a difference in the responses the children make during music activities. Results of the ANCOVA show that the attending scores of the children in the Music group w...
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