Early Childhood Music Education Research Articles

음악교육가들의 교육내용을 반영한 음악 교수내용지식에 따른 유아 음악교육 대학교재 분석: Orff, Dalcroze, Kodály를 중심으로

Objectives The purposes of this study were to analyze university textbooks in early childhood music education utilized within early childhood teacher training courses, according to the music pedagogical content knowledge that reflects the educational content of music educators. Methods For this study, seven early childhood music education university textbooks suitable for research were selected as the research subjects. Next, these textbooks were analyzed and categorized into music pedagogical content knowledge domains: subject content, teaching and learning methods, curriculum, and learner knowledge. The results were presented. Results First, the analysis of the subject content knowledge revealed that there is a noticeable deficiency in content related to traditional Korean music in the textbook. Second, the analysis of the teaching and learning method knowledge in the textbook showed that the included plans for early childhood music activities predominantly focus on music appreciation and activities following the principle of gradual deepening. Activities such as singing with inner hearing, harmony-linked activities, and singing by note or scale are less frequently presented. Third, upon analyzing the curriculum knowledge within the textbooks, the music education content linked to the Nuri curriculum is presented more frequently on average than the content linked to the standard child care curriculum. Fourth, as a result of analyzing the knowledge of leaners in the textbook, the target age for the included plans for early childhood music activities tended to center around young children or toddler-young children integration. Conclusions The significance of this study lies in its proposals for future enhancements and revisions of university textbooks for early childhood music education.

Theory of the Diversity of Alternative Music Pedagogy Methods

Our music education is based on the concept of Zoltán Kodály and the methodological guidance of Katalin Forrai in early childhood, which is an indispensable foundation and support for Hungarian music education. The method uses fundamental values to develop children's musical skills and abilities. At about the same time, music teachers throughout Europe were engaged in reforming the structure and methodological tools of music teaching. Among these music teachers, I would like to highlight the pedagogy of Dalcrose, Orff, Willems and Freinet, who successfully applied early childhood music education and the development of children with special educational needs in their programmes. Based on their pedagogy and methods, they agreed on the following principles: musical education should start as early as possible, continuous musical activity (singing, rhythm, listening, movement, improvisation, instrument, listening) should be given priority, and in addition to age-specific characteristics, adequate emphasis should be given to individual talents, since the uneven development of psychic abilities can lead to differences in levels within a single age group over several years. Music can develop empathy and social skills. Through rhythms and harmonies, the development of large and fine movements can be achieved. It is beneficial for thinking, creativity, self-expression and the development of the sense of self. Music improves well-being, concentration and actively helps to develop attention. It leads to openness and flexibility. It also has a powerful effect on speech, imagination and improvisation skills. That is why we can use music for healing and developmental purposes. There is a long line of research that proves that the earlier in life you start to develop, develop or correct your personality through music, the earlier you should start.

Collaboration, relationships and fleeting opportunities: growing the future early childhood music education workforce

ABSTRACT The aim of, Jane’s, Soundwaves Early Childhood Music lead, and Karen’s, Early Childhood Studies lecturer, inquiry is to encourage new insights into how multiple relationalities and learning play out, throughout Soundwaves, an early childhood music education (ECME) programme. We work with Barad’s diffractive methodology to shape our auto-ethnography. With pens, sparkly bits, ribbons, glue and paper, we map the Soundwaves narrative. Caring ethics, for the human and more-than-human, runs throughout our research practices. (Re)turning, the data, posthuman and critical new materialist theory, the Soundwaves narrative is (re)told. Concerns the neo-liberal narrative had played us, were replaced, when noticing the gap between our organisations offered reassuring insights. In this gap, resisting the neo-liberal narrative, is ‘fleetingness’, which welcomes experimentation and play to learning opportunities and our collaboration. These insights are useful to those who wish to maintain the visibility of ECME and resist creating instrumentalised learning experiences, whilst growing the ECME workforce.

Comparative Analysis of Kodály, Suzuki, Dalcroze, Orff, and Gordon Music Learning Theory in Early Childhood Music Education: A Literature Review

Comparative Analysis of Kodály, Suzuki, Dalcroze, Orff, and Gordon Music Learning Theory in Early Childhood Music Education: A Literature Review

Musical instrument classifier for early childhood percussion instruments.

While the musical instrument classification task is well-studied, there remains a gap in identifying non-pitched percussion instruments which have greater overlaps in frequency bands and variation in sound quality and play style than pitched instruments. In this paper, we present a musical instrument classifier for detecting tambourines, maracas and castanets, instruments that are often used in early childhood music education. We generated a dataset with diverse instruments (e.g., brand, materials, construction) played in different locations with varying background noise and play styles. We conducted sensitivity analyses to optimize feature selection, windowing time, and model selection. We deployed and evaluated our best model in a mixed reality music application with 12 families in a home setting. Our dataset was comprised of over 369,000 samples recorded in-lab and 35,361 samples recorded with families in a home setting. We observed the Light Gradient Boosting Machine (LGBM) model to perform best using an approximate 93 ms window with only 12 mel-frequency cepstral coefficients (MFCCs) and signal entropy. Our best LGBM model was observed to perform with over 84% accuracy across all three instrument families in-lab and over 73% accuracy when deployed to the home. To our knowledge, the dataset compiled of 369,000 samples of non-pitched instruments is first of its kind. This work also suggests that a low feature space is sufficient for the recognition of non-pitched instruments. Lastly, real-world deployment and testing of the algorithms created with participants of diverse physical and cognitive abilities was also an important contribution towards more inclusive design practices. This paper lays the technological groundwork for a mixed reality music application that can detect children's use of non-pitched, percussion instruments to support early childhood music education and play.

태블릿PC와 노트필기 사용 집단 간 학습효과 분석

Objectives This study analyzes the learning effects between groups using Tablet PCs and handwritten notes methods among early childhood education freshmen. The focus is on examining learning engagement, enthusiasm, satisfaction with university life, and academic achievement.
 Methods The study participants consisted of 45 freshmen majoring in early childhood education at A university in Chungcheong province, all of whom had completed courses in early childhood music education. I conducted frequency(%) distributions and performed trend, normality, and reliability coefficient analyses of the research variables using SPSS 25.0. Since the normality assumptions were not met, I utilized the Mann-Whitney U test to assess the differences between the group using tablet PCs and the group employing handwritten notes. The statistical significance of the mean difference in pre-post scores between two groups was analyzed at the p<.001, p<.01, and p<.05 levels.
 Results The main results are as follows: First, the preliminary homogeneity test between the groups using tablet PCs and handwritten notes revealed no statistically significant differences, indicatingthat homogeneity was established between the two groups. Second, the tablet PC group scored higher than the handwritten notes group on variables related to learning engagement and its sub-domains(cognitive, behavioral, and emotional engagement), academic enthusiasm and its sub-domains(energetic, committed, and engaged), and university life satisfaction and its sub-domain(administrative and welfare services), and these differences were statistically significant. On the other hand, there were no statistically significant differences in the variables related to overall university life satisfaction and the quality of university education, which are sub-domains of university life satisfaction. Academic achievement was higher in the tablet PC user group compared to the handwritten note user group, and this difference was statistically significant.
 Conclusions The research results suggest the need for contemplation on teaching and learning methods in response to the changes in the digital educational environment in higher education. I aim to propose a way to operate courses by applying AI-based innovative teaching methods, focusing on both theoretical and practical courses inthe field of early childhood education.

Orff Music Teaching Method in Domestic (China) Early Childhood Music Education Status and Strategy Analysis

Orff Music Teaching Method in Domestic (China) Early Childhood Music Education Status and Strategy Analysis

Development strategy of early childhood music education industry: An IFS-AHP-SWOT analysis based on dynamic social network.

Early childhood music education has garnered recognition for its unique contribution to cognitive, emotional, and social development in children. Nevertheless, the industry grapples with numerous challenges, including a struggle to adapt traditional educational paradigms to new curriculum reforms, and an excessive emphasis on skill training at the expense of nurturing a love for music and aesthetics in children. To navigate these challenges and explore growth strategies for the early childhood music education industry, we initiated a comprehensive approach that involved distributing surveys to practitioners and parents and engaging experts for insightful discussions. Consequently, we proposed an analytical method based on dynamic social networks in conjunction with Intuitionistic Fuzzy Sets (IFS), Analytic Hierarchy Process (AHP), and Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis, collectively referred to as IFS-AHP-SWOT. This integrated methodology synergizes the capabilities of dynamic social networks, IFS, AHP, and SWOT analysis to offer a nuanced perspective on industry development strategies. The findings underscore that institutions within the early childhood music education industry need to adopt a development strategy that leverages their strengths and opportunities to foster sustainable growth. Ultimately, this research aims to provide critical decision-making support for industry practitioners, policymakers, and researchers, contributing significantly to the ongoing discourse on strategic development in the early childhood music education industry.

Analysis of China Preschool Music Education on the Teaching of Chinese and Foreign Folk Music

In the 21st century today, with the development of communication between Chinese and western culture more closely with the vast, we are learning and reference to foreign music at the same time, the inheritance of our nation's precious music heritage, cultivate children's ethnic aesthetic, strengthening national consciousness and national spirit, children learn and understand the traditional culture of our country has important significance, Folk music education has also become an important part of early childhood music education. Therefore, this article will systematically analyze the national music culture in the pre-school education present situation and existing problems, and research the importance of national music culture in pre-school education, not only for in-depth study of Chinese national music play a role, more of the development of national music culture in the preschool education of our country has a very important practical significance.

The Lighthouse Framework: Proposing a Movement-Based Constructivist Framework for Early Childhood Music Education and Pre-Service Education Programs

This article aims to provide practical strategies and examples for pre-service early education programs and early education teachers to develop music- and movement-based curricula for teacher preparation programs and early childhood music classrooms. To address the inconsistencies in early childhood music programs, the authors developed the Lighthouse Framework, which utilizes constructivist ideology to help students learn through and adapt the teaching model while simultaneously learning music- and movement-based content. Through this proposed framework, pre-service teachers can gain authentic teaching experience, real-time feedback, and an adaptable framework for their future curriculum planning.

Expectations and Effectiveness of Preschool Teacher Training Program: A Case Study of Teacher Training Course for the Holistic Music Educational Approach for Young Children

This study examines the expectations and effectiveness of a teacher training program for early childhood music education, specifically focusing on the Holistic Music Educational Approach for Young Children (HMEAYC) and its integration with local cultural frameworks. Participants ( n = 30) from a private university’s Department of Early Childhood Development and Education, aged between 22 and 25 years old, were about to obtain their early childhood education teaching qualification. The 36-week training, consisting of 3 hr per week, employed collaborative teaching methods and collective reflection to gather pre- and post-training data. The results indicate a 90.91% pass rate for participants who successfully obtained the HMEAYC teacher qualification. While overall expectations regarding course identity, musical skills, and pedagogical competence did not exhibit significant changes, participants with better training outcomes experienced significant positive changes in psychological cognition of musical skills and curriculum identity, with no significant difference in pedagogical competence cognition. Furthermore, Spearman’s correlation coefficient analysis revealed positive correlations between cognitive changes in musical skills, course identity, and pedagogical competence after training. Conversely, negative correlations were observed between cognitive changes in musical skills and both course identity and pedagogical competence before training, suggesting a strong association between changes in music skills and other variables.

유아음악교육에서 물질적 상상력의 의미 고찰

Objectives The purpose of this study is to review Bachelard's material imagination, analyze how material imagination is expressed in musical encounters of young children, and examine the meaning of material imagination in early childhood music education.
 Methods After examining the historical flow of the concept and value of imagination and the distinctive characteristics of Bachelard's theory of imagination through literature research, examples were extracted from previous studies on the researcher's invented notations. How material imagination is expressed was analyzed in their invented notations.
 Results Bachelard's theory of imagination overcomes the limitations of opticocentrism, and establishes the dynamic status of imagination by reorganizing the concept of motion of matter of objects. In material imagination, the essence in the depths of the object moves and approaches the subject, and the subject also recognizes the movement of the object with feelings of joy and wonder. The motility of matter possessed by the object gives the object initiative and gives it a status equal to that of the subject. In addition, the ontological qualification of the object is given due to continuous creation, which has the significance of enabling the subject to become an object.
 Conclusions In the children's invented notations, the children sensed the motility of the musical characteristics of the song and created a new mental image by intertwining their experiences and environments. It can be seen that this is a creation that leads to ‘children - song of ‘everyone jump’ - invented notation - becoming’ through the manifestation of the material imagination of young children.

Making Voices Visible in Early Childhood Music: Australian perspectives from the 2022 ECME pre-conference virtual seminar

The purpose of this article is to share information about the virtual pre-conference seminar of the Early Childhood Music Education (ECME) Commission of The International Society for Music Education (ISME). The seminar included an Australian focus, as if not for the COVID-19 pandemic, the ECME seminar and the ISME world conference would have been held in Australia. The article presents key moments from the seminar, including the welcome, keynote and the range of presentations from many countries. The ECME commissioners worked tirelessly to make this event happen, dealing creatively and effectively with widely differing time zones and technical challenges.

ECME 2022–24: Looking ahead

The Early Childhood Music Education (ECME) commission of the International Society for Music Education (ISME) looks ahead to the future work of ECME, and specifically the pre-conference seminar to be held in Helsinki, July 2024, with the theme Enhancing a Sustainable Future with Music in Early Childhood. With planning for the seminar underway, the commissioners aim is for ECME to be a sustained rich space, where researchers and practitioners can meet together to support and advocate for the role of music in the lives and well-being of young children and those who care for them.

Hearing young children’s musical voices

The first virtual International Society for Music Education (ISME) Early Childhood Music Education (ECME) seminar in July 2022, featured a provocative theme, Making Voices Visible in Early Childhood Music. Research papers, poster presentations and the keynote by Pauline Harris led us to consider ways to cast our attention on children’s voices through and about music. By listening deeply and visibly, we can expand our understanding of young children as musickers, leading to improved pedagogy, while providing a compass for further inquiry.

In the key of child major: Engaging with children’s voices through and about music

Guided by children’s right as active citizens to be heard and have their views taken into account on matters affecting their lives, this article explores opportunities early childhood music educators can provide for children’s voices to inform their practices. Drawing on experiences from the Children’s Voices project, the author describes ten key principles that guide authentic dialogic encounters with children. Connections are made to research in early childhood music throughout the article. These connections inform how music in its various guises can be used as a medium for engaging with children’s voices and, conversely, how children’s voices can and should inform early childhood music education.

2022 ISME Early Childhood Music Education Commission

2022 ISME Early Childhood Music Education Commission

Perceived influences of a music teacher education programme on preservice music educators’ occupational identity development

ABSTRACT The purpose of this study was to examine preservice music educators’ perceptions of how the culture of a music teacher education programme and its embedded communities of practice influenced their occupational identity development. Research questions were (a) What specific cultural influences and communities of practice, if any, did the participants describe as particularly influential in regard to occupational identity development and why? (b) How did the participants describe their respective changes in occupational identities, if any? Participants were preservice music educators enrolled in an early childhood music education methods class with authentic-context learning (ACL) experiences. Data included audio recordings of classes, observational field notes, transcripts from multiple individual interviews and a focus group discussion, and students’ reflection journals. Participants cited several music teacher education courses, embedded ACL experiences, and supportive interactions with peers and professors, as a constellation of factors that influenced an occupational identity transition within themselves to think more broadly about their identities as educators and the means through which music could be taught.

Pre-Service Pre-School Teachers’ Music Education Self-Efficacy Levels: A Case Study

Purpose: This study aims to examine pre-service preschool teachers’ music education self-efficacy levels in terms of their gender and grades. Design: The research has been designed as descriptive research based on the survey model. The data collection tool includes the 'Music Education Self-Efficacy Scale for Preschool Teacher Candidates' developed by Yıldız (2017). The study group includes 221 pre-service preschool teachers. Findings: Research indicates that pre-service preschool teachers' music education self-efficacy is at a 'good level.' Considering grades, it is found that as the grade level increases, there is an increase in the self-efficacy beliefs of pre-service preschool teachers related to music education. The lowest music education self-efficacy levels belong to freshman pre-service preschool teachers, and the highest music education self-efficacy levels belong to senior pre-service preschool teachers. However, it is found that the music education self-efficacy levels do not significantly differ according to gender. Highlights: It draws attention to a significant increase in the music education self-efficacy belief levels of the 3rd and 4th grade pre-service preschool teachers who took 'Early Childhood Music Education' as a compulsory course in the 2nd year of undergraduate education.

Pre-Service Pre-School Teachers’ Music Education Self-Efficacy Levels: A Case Study

Purpose: This study aims to examine pre-service preschool teachers’ music education self-efficacy levels in terms of their gender and grades.
 Design: The research has been designed as descriptive research based on the survey model. The data collection tool includes the 'Music Education Self-Efficacy Scale for Preschool Teacher Candidates' developed by Yıldız (2017). The study group includes 221 pre-service preschool teachers.
 Findings: Research indicates that pre-service preschool teachers' music education self-efficacy is at a 'good level.' Considering grades, it is found that as the grade level increases, there is an increase in the self-efficacy beliefs of pre-service preschool teachers related to music education. The lowest music education self-efficacy levels belong to freshman pre-service preschool teachers, and the highest music education self-efficacy levels belong to senior pre-service preschool teachers. However, it is found that the music education self-efficacy levels do not significantly differ according to gender.
 Highlights: It draws attention to a significant increase in the music education self-efficacy belief levels of the 3rd and 4th grade pre-service preschool teachers who took 'Early Childhood Music Education' as a compulsory course in the 2nd year of undergraduate education.