Abstract
The aim of this study was to examine Polish and US teachers’ popular music education practices with children 4–6 years old. Focus groups and individual interviews involved eighteen Polish and eighteen American teachers. The data were analysed using MAXQDA software in a coding process based on sociocultural theory. The results demonstrate that Polish and US teachers use similar popular music in similar contexts. However, the author found specific differences. When asked about their plans for future inclusion of popular music education, American teachers stressed that they planned to intensify its use by designing and implementing more activities. On the other hand, Polish teachers equated their plans with their own professional and self-development. This study sheds light on the role of popular music in educating young children as reported by Polish and US teachers and highlights the importance of continued research in this area.
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