The influence of an inservice music education program on young children's responses to music

Nichols, Betsy L.; Honig, Alice Sterling

doi:10.1080/0300443951130102

Cited by 10 publications

(6 citation statements)

References 2 publications

(1 reference statement)

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“…To summarize, the results of this study concur with previous research in which music training resulted in positive outcomes for preschool-age children (Bilhartz, Bruhn, & Olson, 1998;Nichols & Honig, 1995)…”

Section: Discussionsupporting

confidence: 90%

An In-Service Training Program in Music for Child-Care Personnel Working with Infants and Toddlers

l’Etoile

2001

Journal of Research in Music Education

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The purpose of this study was to develop, implement, and evaluate an in-service training program in music for child-care personnel working with infants and toddlers. Results of a needs assessment determined that most child-care centers offer music activities and that caregivers would be interested in receiving training. Training materials were developed, pilot-tested, and revised. For the final training program, caregivers in a university-based child-care program attended three in-service training sessions. Evaluation of the program revealed that caregivers made significant improvements in their attitude toward and knowledge about music activities for young children. Additionally, caregivers increased their use of 9 out of 11 behaviors considered necessary for successful music activity implementation. The children in their care also increased the amount of time they were visually, vocally, and physically engaged during music activities. These results suggest that a music training program can benefit both caregivers and children.

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Section: Discussionsupporting

confidence: 90%

An In-Service Training Program in Music for Child-Care Personnel Working with Infants and Toddlers

l’Etoile

2001

Journal of Research in Music Education

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“…De l'Etoile (2001) found that music in-service sessions improved preschool caregivers' attitudes toward and their knowledge of developmentally appropriate music activities. Similarly, daycare workers who received music in-service training were found to have a higher response level from their students during music activities (Nichols & Honig, 1995). Takacs (1978) discovered that teachers' self-perception of their competency in music and other arts increased after they attended a two-week arts education seminar.…”

Section: Importance Of Various Professional Development Opportunities and Workhop Topics As Determined By In-service Music Teachersmentioning

confidence: 99%

Importance of Various Professional Development Opportunities and Workshop Topics as Determined by In-Service Music Teachers

Bush

2007

Journal of Music Teacher Education

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“…A substantial number of studies have suggested the importance of preservice and inservice teacher education programs to improve early childhood music education (de L'Etoile, 2001;M. H. Lee, 2005;Nichols & Honig, 1995;Temmerman, 1998).…”

Section: Introductionmentioning

confidence: 99%

Music practices and teachers’ needs for teaching music in public preschools of South Korea

Lee

2009

International Journal of Music Education

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The present study aimed to investigate the current music practices and teachers’ needs for teaching music in public preschools of South Korea. The data were obtained from the public preschools in South Korea, where 66.7 percent ( n = 606) of the total sample ( N = 908) responded. The online survey consisted of 42 questions: Likert-type scales, single and multiple-choice responses, and four open-ended questions. Focusing on the current music practices of public preschools, the 42 questions were divided into seven categories according to question content. The majority of teachers stated that their lesson plans included group music activities more than twice a week, lasting less than 30 minutes on average. The most important reason for including music in the curriculum was ‘enjoyment and recreation’. Almost all teachers planned their music curriculum with a weekly theme, and they chose songs to complement the theme. Singing with finger play (a song, game or chant with finger action) was reported to be the most popular activity in public preschools. The teachers taught songs with piano accompaniment or a CD, and several common CD collections for music activities were employed. Although rhythmic percussion instruments were the most accessible in a music center, the piano was the most frequently used by teachers during circle time in the classroom. Teachers identified the difficulty of the lack of ideas for music activities in preschools. The majority of the participants requested more applicable and thorough preservice and inservice music education programs for preschool teachers.

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The influence of an inservice music education program on young children's responses to music

Cited by 10 publications

References 2 publications

An In-Service Training Program in Music for Child-Care Personnel Working with Infants and Toddlers

An In-Service Training Program in Music for Child-Care Personnel Working with Infants and Toddlers

Importance of Various Professional Development Opportunities and Workshop Topics as Determined by In-Service Music Teachers

Music practices and teachers’ needs for teaching music in public preschools of South Korea

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