The significance of music in early childhood education and care of toddlers in Finland: an extensive observational study

Ruókonen, Inkeri; Tervaniemi, Mari; Reunamo, Jyrki

doi:10.1080/14613808.2021.1965564

Cited by 14 publications

(6 citation statements)

References 59 publications

(56 reference statements)

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“…Moreover, it has been documented that high-quality visual arts pedagogy, concerns about perceived discrepancies between educational rhetoric and classroom application have been frequently raised (Lindsay, 2021). ECEC provides children with diverse opportunities to engage in arts, music, and other cultural aspects, fostering creative thinking, emotional expression, and play (Ruokonen et al, 2021).…”

Section: Creative Thinking Skillsmentioning

confidence: 99%

Artistic Activities and Developing Creative Thinking Skills among Children in Early Childhood

Alghufali

2024

Am. J. Hum. Psychol.

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The study explores the pivotal role of artistic activities in cultivating creative thinking skills during early childhood in identifying the profound impact of these activities on children’s cognitive, emotional and social development. Grounded in Piaget’s cognitive development theory and Gardner’s theory of multiple intelligence has shown the influence of different factors that have included pedagogical approaches, parental involvement, cultural background, and the age and duration of artistic engagement. The literature review has shown the foundational principles of creative thinking programs in early childhood education, emphasising the need for innovative and balanced approaches. Also, with the help of a survey, 300 participants of data were gathered that were teachers and caregivers. Content analysis has been done to get subjective results. The study has included the importance of incorporating artistic activities into educational settings and parents’ support, highlighting the consistent dynamics shaping creativity outcomes and advocating holistic foundations for children’s future success.

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Section: Creative Thinking Skillsmentioning

confidence: 99%

Artistic Activities and Developing Creative Thinking Skills among Children in Early Childhood

Alghufali

2024

Am. J. Hum. Psychol.

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“…Pedagogy through Didactics can be interpreted as the creation of the contents and preconditions for children's learning where didactic skills are at the center [16]. These skills are, in particular, content knowledge, teaching methods management, and teaching planning [17]. Pedagogy through Expertise approach focuses on the teachers' professional knowledge, skills, and competence in cooperation, shared understanding of learning, and substance competence [1].…”

Section: Different Approaches To Pedagogy In Ecementioning

confidence: 99%

Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

et al. 2023

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Finnish early childhood education (ECE) is defined in education policies and research as an activity with an emphasis on pedagogy as a holistic and Nordic model of education. Pedagogical competence can be viewed as a special expertise of teachers responsible for the implementation of pedagogy in ECE. However, it is unclear how a teacher’s pedagogical competence is defined, understood, and implemented in pedagogical practices and policies. Previous studies define pedagogical competence from different, often narrow, perspectives and various skills have been defined to be a part of teachers’ pedagogical expertise. In this study, we aim to take a closer look at how teachers’ pedagogical competence is defined in research literature in Finland. As our method, we use a narrative literature review of research papers published between 2010 and 2020. We were able to identify fourteen different definitions of pedagogical competencies that could be categorized into three main categories: (a) meta-competencies, (b) professional competencies, and (c) practical competencies. In summary, we argue that pedagogical competence is often narrowly understood. To implement high-quality ECE, teachers’ pedagogical competence should be considered broadly and wholly. Particularly, the shared values and reflection of ethical questions are essential for supporting children’s development and learning through holistic education.

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“…It is emphasized that music education in early childhood is not only an effective tool for children to develop their musical abilities but also to explore the world musically (Niland, 2009). In their study, Ruokonen, Tervaniemi, and Reunamo (2021) found that music in early childhood contributed significantly to children's learning and well-being in terms of participation in activities, developing positive emotions, and social cohesion. Ultimately, music is directly or indirectly included as an indispensable reality in early childhood education programs due to its benefits.…”

Section: Introductionmentioning

confidence: 99%

Music education in early childhood in Türkiye: How do school types affect the implementation of musical activities?

PEKTAŞ,

ELMACI

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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This research aims to determine how the implementation of music in early childhood differs by the types of preschool institutions. The sample of the study, which was conducted with the qualitative research approaches, consists of 22 participants, 18 preschool teachers, and 4 school administrators working in four different types of public preschools. Research data were collected through semi-structured interviews. The school types in the study are 1 independent kindergarten, 1 primary school with preschool classes, 1 girls’ vocational high school with practice preschool classes, and 1 special education kindergarten. According to the research findings, music is used in all types of preschool institutions, and similar musical activities are carried out. However, while richer musical activities are carried out in independent kindergartens, the use of music in special education kindergartens is more limited. Independent kindergartens seem more advantageous than other school types in terms of implementing musical activities. Individual efforts of preschool teachers and their interest in music are more important in implementing musical activities. Although the participants highlight the importance of music in special education, the low skills of preschool teachers regarding the use of music in early childhood special education and the special needs of children make it difficult to use music in special education kindergartens.

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The significance of music in early childhood education and care of toddlers in Finland: an extensive observational study

Cited by 14 publications

References 59 publications

Artistic Activities and Developing Creative Thinking Skills among Children in Early Childhood

Artistic Activities and Developing Creative Thinking Skills among Children in Early Childhood

Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

Music education in early childhood in Türkiye: How do school types affect the implementation of musical activities?

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