The purpose of this research was to investigate the construct validity of the Children’s Music-Related Behavior Questionnaire (CMRBQ), an instrument designed for parents to document music-related behaviors about their children and themselves. The research problem was to examine the hypothesized factorial structure of the questionnaire. From a national sample, parents of children 5 years old or younger returned 616 usable questionnaires. Items were parceled, and the model was subjected to a confirmatory factor analysis to assess the goodness of model-data fit for a one-factor solution using the parcels as indicators. Internal consistency of subscale reliability estimates ranged from α = .77 to α = .97. Three multiple fit indices suggested that the one-factor model adequately fit the data: standardized root square residual (.028), comparative fit index (.968), and Tucker-Lewis index (.955). Greater knowledge regarding parents’ observations of music’s role in children’s development may help researchers, practitioners, parents, and policy makers collaboratively consider how best to meet musical needs of young children in childcare and school settings.

The purpose of this case study was to examine the reflections of pre-service early childhood and elementary education majors on their music teaching experiences that were a part of their undergraduate early childhood music methods course. The research questions guiding this investigation were: (a) How did participants perceive themselves and young children while they engaged in a series of early childhood pre-service music teaching experiences and (b) how did the participants perceive those experiences to influence teacher preparation and other life experiences? Participants were 6female undergraduates who completed a series of music teaching experiences and reflections during an early childhood music methods course. Each participant also agreed to be interviewed three semesters following the completion of the course. Three themes emerged with regard to the first research question: (a) developing confidence, (b) recognizing children’s music responses and development, and (c) adapting while teaching. Two themes emerged with regard to the second research question: (a) transferring music skills, content, and activities and connecting to community; and (b) using reflection for understanding child development and self-development. Participants gained experience at reflection-in-action, appreciated reflection on reflection, and valued repeated authentic music teaching experiences and developing reflective practices early in their academic careers.

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