Looking Back, Looking Forward: A Report on Early Childhood Music Education in Accredited American Preschools

Abstract

This investigation is an examination of musical practices, musical preparation of teachers, and music education needs as reported by early childhood professionals in the United States. Quantitative and qualitative data were gathered via a survey mailed to a random sample drawn from the database of preschool centers accredited by the National Association for the Education of Young Children (NAEYC). The survey was based on criteria in the MENC national standards for pre-K music (1994b) and Opportunity-to-Learn Standards-PreK Music (1994a). Returned surveys (n = 293) reflect diversity of teacher preparation in music, how and why music is used in the early childhood curriculum, and what the music education needs are in these centers. Recommendations are offered to those concerned with the music education needs of young children and their teachers.

Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes

“…Our study shows that singing is the most common music activity among the preschool classes included in the study, which is a result also reported in studies conducted in the United States (Giles & Fergo, 2004;Nardo et al, 2006). Most children at the preschool class level in our study are offered singing on transitioning to school; this is the only learning goal that the elementary school syllabus specifies for music in early education.…”

“…Custodero, Persellin, and Brink Fox (2006) conducted a study of preschools in the United States in which 28% of preschools reported that children received planned music instruction four to five times a week, but 14% reported that children never received planned music instruction. Singing was the most common activity, with 93% of preschools reporting that teachers and children sang together daily.…”

Music Training Influence on Cognitive and Language Development in 3 to 4 year-old Children // Influencia del entrenamiento musical en el desarrollo cognitivo y lingüístico de niños de 3 a 4 años

“…Además de lo anterior, el entrenamiento de los maestros en este estudio se dirigió hacia la compensación de su falta de formación en educación musical (Nardo et al, 2006), la necesidad de ser entrenados intensivamente (Siebenaler, 2006), y la necesidad de incrementar sus niveles de autoconfianza cuando desarrollaban actividades musicales (Hennessy, 2000;Holden y Button, 2006). Estos resultados pueden ser interpretados como un reflejo del proceso de desarrollo de la calidad de la enseñanza musical en sus clases.…”

“…En muchas escuelas de educación infantil, los maestros del aula son responsables de conducir actividades musicales (Nardo, Custodero, Persellin, y Fox, 2006;Siebenaler, 2006). En este sentido, la formación musical dentro de los planes de estudio de educación infantil y educación primaria es un componente esencial para la educación musical (Koops, 2008).…”

Music’s Representation in Early Childhood Education Journals

“…However, the quantity and quality of early childhood music instruction varies greatly. In a national survey study (Nardo et al, 2006) 69% of preschool classroom teachers were found to be responsible for designing and leading music instruction. Only 28% of early childhood centers staffed a music specialist.…”