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

Nardo, Rachel; Custodero, Lori A.; Persellin, Diane; Fox, Donna Brink

doi:10.2307/4139751

Cited by 44 publications

(65 citation statements)

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“…This finding about utilitarian goals is consistent with the fact that music education scholars have highlighted the utilitarian aspects of child development, such as social, emotional, or cognitive development, involved in music education (Berger & Cooper, 2003;Cardany, 2004;Custodero & Johnson-Green, 2008;Hodges, 2000;Levinowitz, 1999;Scott-Kassner, 1999;Tarnowski, 1999;Tarnowski & Barrett, 1997;Trollinger, 2003). My findings are also in accord with a recent study by Nardo, Custodero, Persellin, and Fox (2006), who surveyed 293 early childhood professionals and found that most of the responses about beneficial experiences/outcomes of music could be categorized as creativity, enjoyment, mood regulation, teaching other subjects, cognitive skills, social skills, emotional well-being, and self-esteem.…”

Section: Discussionsupporting

confidence: 92%

Parents’ Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

Youm

2013

Journal of Research in Music Education

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The purpose of this study was to explore South Korean parents' understanding of and desires for music education for their children. Following a constructivist paradigm and qualitative research methodology, data collection involved in-depth interviews, observations, written questionnaires, family music materials, and the researcher's journals. The participants were 22 South Korean mothers whose children (younger than 5 years old) attended music programs in the Seoul metropolitan area. Data were analyzed by coding, description, constant comparison, inductive analysis, contextualization, negative case analysis, classification, and interpretation. Analyses revealed that these parents' goals for their children's participation in music programs included facilitating the child's development, enriching the child's life, preparing for future learning, and providing opportunities to play through music. They described the music programs according to the activities they observed or experienced but did not show deeper understanding about a program's philosophy or history. Family music practices indicated that the primary activities were singing, listening to music, playing instruments, and dancing/movement. Participants expressed the desire to learn music skills and knowledge not only for their children but also for themselves. The findings of this study demonstrate the necessity of education for parents of young children relating to various aspects of children's music education.

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Section: Discussionsupporting

confidence: 92%

Parents’ Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

Youm

2013

Journal of Research in Music Education

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“…findings (Berger & Cooper, 2003;Nardo et al, 2006). It is noteworthy that musical activities have promoted children's development in various domains that early childhood educators consider in designing their curricula, which shows that the nature of group musical experiences can be harmonized with early childhood curricula.…”

Section: Discussionmentioning

confidence: 99%

“…With the growth of music instruction for young children, a large body of literature has emerged that relates to music's significant function in children's learning and development in the cognitive, social, and emotional domains (Campbell & Scott-Kassner, 1995;Nardo, Custodero, Persellin, & Fox, 2006). The research indicates that musical experiences enhance perceptual skills, which influence children's language learning and the subsequent early childhood literacy development.…”

Section: Music In Early Childhood Educationmentioning

confidence: 99%

The Power of Harmony: Insights from a Korean Children’s Community-Based Chorus

Yu¹

2016

Pac Early Child Educ Res Assoc

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This study examines a Korean children's community-based chorus within the US context. Through an in-depth examination of group musical activities and interviews of Korean early childhood educators and Korean immigrant parents within the sociocultural framework, this study makes visible the meanings of engaging in a community-based children's musical experience. Findings indicate that both groups of early childhood educators and Korean parents found that engaging in a community-based chorus provided developmentally appropriate and culturally responsive experiences for young children and their families. These findings suggest that the nature of group musical experiences can be harmonized with early childhood curricula, and provide more comprehensive understandings about the Korean culture, relating how culturally relevant teaching can lead to positive effects for immigrant children and their families.

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“…To some extent, early childhood educators incorporate the arts as standard practice. Yet a study of NAEYC-accredited preschools revealed that art forms such as music were typically used for a small amount of time each day, and primarily to enrich the classroom environment (Lee Nardo, Custodero, Persellin, & Fox, 2006). This differs from full integration, which involves the arts as mechanisms for accomplishing core goals of early childhood education.…”

Section: Arts Enrichmentmentioning

confidence: 97%