Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-08-24 DOI:10.1007/s10643-024-01737-2
Sally Savage, Laura. A. Bentley, Kate. E. Williams, Cathy Nielson, Rebecca Eager
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Abstract

Music and movement activities are universal in children’s play and socialisation and are fundamental tools to utilise in early years teaching. Early childhood teachers tend to value the positive role music and movement can play in their work, however teacher confidence to implement music-based activities varies, often due to a lack of professional learning opportunities. Findings from a study that trained and coached five early childhood teachers, with no prior formal music training, to deliver a specific rhythm and movement program are highlighted throughout this paper. Qualitative data gained through interviews articulates the teachers’ experiences of professional learning, the approach to building their skills and confidence in this area, and the key areas that led to success. Important elements of the professional learning approach included active participation, provision of a video resource library, the nature of the evidence-based and structured program, ease of access, and coaching and implementation support throughout. These key elements, identified as being successful in boosting teacher confidence to use music in their practice, may be readily taken up by other programs, and are transferable to other curriculum and pedagogical areas beyond music.

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培养幼儿教师开展课堂音乐和运动活动的信心:主要专业学习特点
音乐和动作活动在儿童的游戏和社交活动中十分普遍,是幼儿教学中的基本工具。幼儿教师往往重视音乐和运动在其工作中发挥的积极作用,但教师实施音乐活动的信心却参差不齐,这往往是由于缺乏专业学习机会造成的。本文重点介绍了一项研究的结果,该研究培训和指导了五名没有接受过正规音乐培训的幼儿教师,让他们开展特定的节奏与动作活动。通过访谈获得的定性数据阐述了教师们的专业学习经历、培养他们在这一领域的技能和信心的方法,以及取得成功的关键领域。专业学习方法的重要因素包括:积极参与、提供视频资源库、以证据为基础的结构化计划的性质、获取的便利性以及全程的辅导和实施支持。这些关键要素被认为成功地增强了教师在实践中使用音乐的信心,其他计划也可以借鉴这些要素,并将其应用到音乐以外的其他课程和教学领域。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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