Pub Date : 2019-06-01DOI: 10.1386/IJMEC.14.1.132_5
Teresa Mateiro
{"title":"La música en educación infantil. Investigación y práctica (‘Music in early childhood education: Research and practice’), Claudia Gluschankof and Jèssica Pérez-Moreno (eds) (2017)","authors":"Teresa Mateiro","doi":"10.1386/IJMEC.14.1.132_5","DOIUrl":"https://doi.org/10.1386/IJMEC.14.1.132_5","url":null,"abstract":"","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127955924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article outlines an action research/practitioner inquiry approach used in an ongoing professional development project involving educators in two early childhood (EC) education and care settings in Australia. The aim of this professional development project is to provide quality musical experiences for children as part of the overall curriculum, while at the same time building the musical knowledge, skills and confidence of the educators at the settings. The aim of the research is for the specialist music educator researchers to work collaboratively with the EC educators to develop an approach that will achieve the professional development aims. This article outlines the practitioner inquiry methodology used, and presents data and reflections on the most recent phases of the project, during which a focus on developing the musical attunement of educators to the children’s musicality and musical identities led to them sharing their own musical cultural identities with the children. Reflections from these phases of the project provide evidence of the positive impact of this approach on the musical self-efficacy of some educators, and the rich musical cultural sharing that has taken place.
{"title":"Journeys towards empowerment: Educators sharing their musical cultural identities with children","authors":"Amanda Niland, Jill Holland","doi":"10.1386/IJMEC.14.1.71_1","DOIUrl":"https://doi.org/10.1386/IJMEC.14.1.71_1","url":null,"abstract":"This article outlines an action research/practitioner inquiry approach used in an ongoing professional development project involving educators in two early childhood (EC) education and care settings in Australia. The aim of this professional development project is to provide quality musical experiences for children as part of the overall curriculum, while at the same time building the musical knowledge, skills and confidence of the educators at the settings. The aim of the research is for the specialist music educator researchers to work collaboratively with the EC educators to develop an approach that will achieve the professional development aims. This article outlines the practitioner inquiry methodology used, and presents data and reflections on the most recent phases of the project, during which a focus on developing the musical attunement of educators to the children’s musicality and musical identities led to them sharing their own musical cultural identities with the children. Reflections from these phases of the project provide evidence of the positive impact of this approach on the musical self-efficacy of some educators, and the rich musical cultural sharing that has taken place.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121722164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-01DOI: 10.1386/IJMEC.14.1.127_5
Christina Charalambidou
{"title":"‘Young children’s musical journeys’, 18th Pre-Conference International Seminar, Early Childhood Music Education (ECME) Commission International Seminar","authors":"Christina Charalambidou","doi":"10.1386/IJMEC.14.1.127_5","DOIUrl":"https://doi.org/10.1386/IJMEC.14.1.127_5","url":null,"abstract":"","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131132044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, I present a comprehensive analysis of peer-reviewed research articles published in English between 2000 and 2017 regarding active music making in early childhood (EC) educational settings. My specific research questions were: who was making music? Who else was present? What did the children and other persons do? In what kinds of educational settings did the music making take place? How did the researchers frame and design their studies, and how did they collect data? What did the researcher(s) seek to understand? What did the researchers find? The results of this review challenge the EC music education profession to support every child’s right to a musical childhood by telling the whole story, communicating across places and communities of practice and understanding teaching and learning as contextual, varied and nuanced.
{"title":"Early childhood music making in educational settings: A comprehensive analysis of peer-reviewed research, 2000–17","authors":"K. Salvador","doi":"10.1386/IJMEC.14.1.35_1","DOIUrl":"https://doi.org/10.1386/IJMEC.14.1.35_1","url":null,"abstract":"In this article, I present a comprehensive analysis of peer-reviewed research articles published in English between 2000 and 2017 regarding active music making in early childhood (EC) educational settings. My specific research questions were: who was making music? Who else was present? What did the children and other persons do? In what kinds of educational settings did the music making take place? How did the researchers frame and design their studies, and how did they collect data? What did the researcher(s) seek to understand? What did the researchers find? The results of this review challenge the EC music education profession to support every child’s right to a musical childhood by telling the whole story, communicating across places and communities of practice and understanding teaching and learning as contextual, varied and nuanced.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115100959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Suzuki violin method was originally envisioned as a universal approach to talent education, applicable to any field. Currently, however, the approach is limited primarily to music learning settings, with only a few exceptions in general education. The purpose of this study was to observe the activities and teacher–child interactions in one preschool in which the Suzuki philosophy was implemented for general education in a holistic manner. We further considered how the co-equal integration of music with other educational content might be applicable in formal early childhood learning settings. Data collection included (1) observations of lessons and social interactions between students, teachers and administrators; (2) interviews with administrators and teachers and (3) review of preschool-related artefacts. We coded and analysed data according to five tenets of the Suzuki approach (i.e. every child can learn, group-based instruction, parent involvement, sensitive listening, prioritizing personal character over ability). Findings highlight specific ways in which teachers and administrators interpreted and adhered to these tenets in music and general education contexts, as well as potential areas for improvement and expansion. An emergent theme, ‘everyone is always learning’, encompassed the five tenets holistically, while also representing a general disposition among administrators and teachers to engage in preschool activities with a collective sense of gratitude and wonderment. This theme evokes the possibility of further research into the ways in which Suzuki teachers act as compassionate co-learners.
{"title":"‘Everyone is always learning’: Case study of a Suzuki-inspired preschool","authors":"K. Hendricks, M. Bucci","doi":"10.1386/IJMEC.14.1.89_1","DOIUrl":"https://doi.org/10.1386/IJMEC.14.1.89_1","url":null,"abstract":"The Suzuki violin method was originally envisioned as a universal approach to talent education, applicable to any field. Currently, however, the approach is limited primarily to music learning settings, with only a few exceptions in general education. The purpose of this study was to observe the activities and teacher–child interactions in one preschool in which the Suzuki philosophy was implemented for general education in a holistic manner. We further considered how the co-equal integration of music with other educational content might be applicable in formal early childhood learning settings. Data collection included (1) observations of lessons and social interactions between students, teachers and administrators; (2) interviews with administrators and teachers and (3) review of preschool-related artefacts. We coded and analysed data according to five tenets of the Suzuki approach (i.e. every child can learn, group-based instruction, parent involvement, sensitive listening, prioritizing personal character over ability). Findings highlight specific ways in which teachers and administrators interpreted and adhered to these tenets in music and general education contexts, as well as potential areas for improvement and expansion. An emergent theme, ‘everyone is always learning’, encompassed the five tenets holistically, while also representing a general disposition among administrators and teachers to engage in preschool activities with a collective sense of gratitude and wonderment. This theme evokes the possibility of further research into the ways in which Suzuki teachers act as compassionate co-learners.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127744188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-01DOI: 10.1386/ijmec.14.1.129_5
Christina Charalambidou
{"title":"Mediterranean Forum for Early Childhood Music Education and Musical Childhoods, C.C.R.S.M. Cyprus Centre for Research and Study of Music International Conference, Nicosia, European University, Cyprus, 20–22 April 2018","authors":"Christina Charalambidou","doi":"10.1386/ijmec.14.1.129_5","DOIUrl":"https://doi.org/10.1386/ijmec.14.1.129_5","url":null,"abstract":"","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"8301 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114611156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-01DOI: 10.1386/IJMEC.14.1.111_1
Jill Reese, Caitlyn L. Derrick
This article describes perspectives of university music students and faculty who prepared and facilitated a concert series for young children and their caregivers. We include an introduction to literature regarding listening behaviours of young children and live music experiences specifically designed for young children. We describe the children’s concert series created by music students and faculty at a university in the United States and focus on reflections of the music students and university faculty who prepared and facilitated the concert series. Included are descriptions of benefits and challenges experienced by music students and faculty and staff responsible for creating and administering the concerts. We suggest strategies for developing and facilitating such concerts and suggest avenues for future research related to community engagement via children’s concerts. While these concerts were intended to benefit children in the audience, descriptions of specific benefits for the children are beyond the scope of this article.
{"title":"Children’s concerts: Experiences of university music students and faculty","authors":"Jill Reese, Caitlyn L. Derrick","doi":"10.1386/IJMEC.14.1.111_1","DOIUrl":"https://doi.org/10.1386/IJMEC.14.1.111_1","url":null,"abstract":"This article describes perspectives of university music students and faculty who prepared and facilitated a concert series for young children and their caregivers. We include an introduction to literature regarding listening behaviours of young children and live music experiences specifically designed for young children. We describe the children’s concert series created by music students and faculty at a university in the United States and focus on reflections of the music students and university faculty who prepared and facilitated the concert series. Included are descriptions of benefits and challenges experienced by music students and faculty and staff responsible for creating and administering the concerts. We suggest strategies for developing and facilitating such concerts and suggest avenues for future research related to community engagement via children’s concerts. While these concerts were intended to benefit children in the audience, descriptions of specific benefits for the children are beyond the scope of this article.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124339306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Primary caregivers throughout the world provide infants with life-sustaining care such as nutrition and protection from harm as well as life-enhancing care such as affection, contingent responsiveness and mentoring of various kinds. They nurture infants musically by means of one-on-one (i.e. infant-directed) singing accompanied by movement in some cultures and by visual gestures in others. Such singing, which is acoustically and visually distinct from solitary (i.e. self-directed) singing, is effective in engaging infants and regulating their mood and arousal. The repetition and stereotypy of caregivers’ performances contribute to their memorability and dyadic significance. Caregivers’ singing also influences infants’ social engagement more generally. Once infants become singers, their songs play an important role in social interaction and emotional self-regulation. Although caregivers sing to infants with playful or soothing intentions, their performances highlight the temporal and melodic structure of the music. In sum, caregivers lay the foundation for a lifelong musical journey.
{"title":"Nurturing infants with music","authors":"S. Trehub","doi":"10.1386/IJMEC.14.1.9_1","DOIUrl":"https://doi.org/10.1386/IJMEC.14.1.9_1","url":null,"abstract":"Primary caregivers throughout the world provide infants with life-sustaining care such as nutrition and protection from harm as well as life-enhancing care such as affection, contingent responsiveness and mentoring of various kinds. They nurture infants musically by means of one-on-one (i.e. infant-directed) singing accompanied by movement in some cultures and by visual gestures in others. Such singing, which is acoustically and visually distinct from solitary (i.e. self-directed) singing, is effective in engaging infants and regulating their mood and arousal. The repetition and stereotypy of caregivers’ performances contribute to their memorability and dyadic significance. Caregivers’ singing also influences infants’ social engagement more generally. Once infants become singers, their songs play an important role in social interaction and emotional self-regulation. Although caregivers sing to infants with playful or soothing intentions, their performances highlight the temporal and melodic structure of the music. In sum, caregivers lay the foundation for a lifelong musical journey.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114794059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"On beginning and becoming","authors":"Diana R. Dansereau","doi":"10.1386/IJMEC.14.1.3_2","DOIUrl":"https://doi.org/10.1386/IJMEC.14.1.3_2","url":null,"abstract":"","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126418263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study addresses the issue of sensitive periods – a developmental window when experience or stimulation has unusually strong and long-lasting impacts on certain areas of brain development and thus behaviour (Bailey and Penhune 2012) – for music training from a neurological perspective. Are there really sensitive periods in which early musical training has greater effects on the brain and behaviour than training later in life? Many neuroscience studies support the idea that beginning music training before the age of 7 is advantageous in many developmental aspects, based on their findings that early onset of music training is closely associated with enhanced structural and functional plasticity in visual-, auditory-, somatosensory- and motor-related regions of the brain. Although these studies help early childhood music educators expand understanding of the potential benefits of early music training, they often mislead us to believe that early onset is simply better. Careful consideration on details of these research studies should be given when we apply these research findings into practice. In this regard, this study provides a review of neuroscience studies related to the issue of sensitive periods for childhood music training and discusses how early childhood music educators could properly apply these findings to their music teaching practice.
{"title":"Sensitive periods for music training from a cognitive neuroscience perspective: A review of the literature with implications for teaching practice","authors":"Eun-Ae Cho","doi":"10.1386/IJMEC.14.1.17_1","DOIUrl":"https://doi.org/10.1386/IJMEC.14.1.17_1","url":null,"abstract":"This study addresses the issue of sensitive periods – a developmental window when experience or stimulation has unusually strong and long-lasting impacts on certain areas of brain development and thus behaviour (Bailey and Penhune 2012) – for music training from a neurological perspective. Are there really sensitive periods in which early musical training has greater effects on the brain and behaviour than training later in life? Many neuroscience studies support the idea that beginning music training before the age of 7 is advantageous in many developmental aspects, based on their findings that early onset of music training is closely associated with enhanced structural and functional plasticity in visual-, auditory-, somatosensory- and motor-related regions of the brain. Although these studies help early childhood music educators expand understanding of the potential benefits of early music training, they often mislead us to believe that early onset is simply better. Careful consideration on details of these research studies should be given when we apply these research findings into practice. In this regard, this study provides a review of neuroscience studies related to the issue of sensitive periods for childhood music training and discusses how early childhood music educators could properly apply these findings to their music teaching practice.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127152130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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