Optional music interactions with young children: Narratives from preservice music educators

Abstract

Young children are best supported when adults engage in behaviours that acknowledge and extend their unique musical capabilities via an understanding of developmentally appropriate practices. However, preservice music educators may receive few opportunities to interact with the youngest musical learners as part of their fieldwork experiences within formal degree requirements. This narrative inquiry explores the collective experiences of one teacher educator and five preservice music education majors as they interacted musically with young children during an optional programme designed to supplement existing fieldwork requirements. Specifically, we uncovered tensions related to balancing teacher educator support with students’ freedom, perceptions of teaching skills and perceptions of young children’s musical capabilities. These tensions promoted growth via reflection and uncovered expanded perceptions of teaching competencies and identities.