Songs From the Car Seat

2014 ◽  
Vol 62 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Lisa Huisman Koops
Keyword(s):  
Early Childhood ◽  
Children's Music ◽  
Early Childhood Music ◽  
Car Seat ◽  
Sibling Interaction ◽  
Music Making ◽  
The Family ◽  
Field Notes ◽  
Research Questions

The purpose of this qualitative case study was to investigate the musical “place” of the family vehicle by describing the music making of nine young children, ages 10 months to 4.5 years, that occurred in vehicles over the course of 9 weeks during which the children were enrolled in a researcher-led early childhood music course. Research questions examined the qualities of children’s music making in the car, optimal activities, and comparison of in-car and at-home music spaces. Data included parent journals on music activities that occurred in a vehicle, parent-filmed videos of children’s music-making activities both in and out of vehicles, videos of early childhood music classes, researcher field notes of music classes, and exit interviews with parents regarding their perceptions of music-making in the vehicles. The children sang, moved, listened to music, composed, and improvised while in the car, with activities mostly similar to those that occurred inside of the home. The family vehicle provided several advantageous characteristics as compared with the home, including reduced distractions; proximity to siblings, leading to increased sibling interaction at times; and opportunity for parent and child reflection.

Assessing Music in Early Childhood

2019 ◽  
pp. 444-476
Author(s):  
Maria Runfola
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Deep Understanding ◽  
Children's Music ◽  
National Network ◽  
Music Assessment ◽  
Early Childhood Music ◽  
Utilitarian Value

In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.

Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools

2020 ◽  
pp. 77-93
Author(s):  
Alina Slapac ◽  
Sujin Kim
Keyword(s):  
Early Childhood ◽  
Classroom Teacher ◽  
Classroom Community ◽  
Study Data ◽  
Language Immersion ◽  
Responsive Teaching ◽  
Field Notes ◽  
Classroom Communities ◽  
Kindergarten Classroom

This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging the creation of classroom communities within their schools. The results revealed both the administrators and the case teacher in the kindergarten classroom supported practices of drawing from their own and students' cultural identities and resources to create a culturally responsive learning and social environment, in partnership with students and families. Recommendations for future studies on diverse early childhood settings are discussed in regards to teacher preparation and policy enactment.

scholarly journals Music value and participation: An Australian case study of music provision and support in Early Childhood Education

2018 ◽  
Vol 40 (2) ◽  
pp. 226-243 ◽  
Author(s):  
Margaret S. Barrett ◽  
Libby Maree Flynn ◽  
Graham F. Welch
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Identity Development ◽  
Parenting Practices ◽  
Value Added ◽  
Childhood Education ◽  
Music Making ◽  
Education Centre ◽  
Australian Case

There is a growing body of evidence that early engagement in active music-making impacts beneficially on children’s wider development. Recent research indicates that individual and shared music-making in family settings contributes to positive parenting practices and identity development in young children. Children who participate in shared music-making at age 3 are better prepared for school experiences at age 5. These findings suggest music should be a compulsory requirement in any early childhood programme. This article reports the findings of a case study investigation of the provision of music in an Australian Early Childhood Education Centre. Findings suggest that music provision is best supported when there is a high value for music amongst staff, there is a range of value-added as well as integrated uses of music, and there is sustained music professional development for all staff.

Guitars have disabilities: exploring guitar adaptations for an adolescent with Down syndrome

2014 ◽  
Vol 31 (3) ◽  
pp. 343-357 ◽  
Author(s):  
Adam Patrick Bell
Keyword(s):  
Down Syndrome ◽  
Learning Community ◽  
Structured Interview ◽  
Social Model ◽  
Social Model Of Disability ◽  
Instrumental Case Study ◽  
Music Making ◽  
The Social ◽  
Field Notes

The guitar has a high value in cultural capital and we are immersed in a culture in which the guitar is the predominant vehicle of music-making. Given the guitar's mass popularity, it follows that the guitar-learning community is vast and diverse. Subscribing to the social model of disability, I problematise the guitar as being disabled and conducted an instrumental case study using the ethnographic tools of video-based observation, field notes and a semi-structured interview to chronicle the experience of teaching an adolescent with Down syndrome how to play the guitar. Different approaches to enabling the guitar are examined including open-tuning, standard tuning and a modified two-string guitar. Findings discuss the importance of the guitar to the participant as a percussive and rhythmic instrument and additionally as support for singing in the context of jamming.

scholarly journals Studi Kasus Lingkungan Keluarga Di Desa Pejanggik : Pola Pembiasaan Pemecahan Masalah Bagi Anak Usia Dini

2020 ◽  
Vol 4 (01) ◽  
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Child Development ◽  
Data Collection ◽  
Family Environment ◽  
Qualitative Method ◽  
Case Study Approach ◽  
Study Approach ◽  
The Family

Getting used to solving problems independently for children is very important for their lives. So that in this case children should be taught as early as possible so that children are accustomed to addressing the problems they face. As for the problems that are commonly found in early childhood are like shy, not confident, unable to hold back his emotions such as crying and angry, and not confident in their potential. In this study, researchers aimed to find out how the patterns or strategies of parents to get children used to solving problems independently in the family environment. To get the expected results in this study, researchers used a qualitative method with a case study approach. The data collection techniques used in this study are observation, interviews and documentation. Based on the results of research conducted related to the pattern of habitual problem solving for early childhood in the family environment researchers can find patterns of habituation carried out by parents or families are 1) Give children a sense of comfort, 2) Know the principles of child development, 3) Establish communication with good, 4) Give an example, 5) Sharpen children's abilities, 6) Give freedom not to interfere, 7) Give children freedom or not too meddle.

scholarly journals Grammar Translation Method: Current Practice In EFL Context

2019 ◽  
Vol 4 (1) ◽  
pp. 187
Author(s):  
Milawati Milawati
Keyword(s):  
Current Practice ◽  
Mother Tongue ◽  
Translation Method ◽  
Classroom Observations ◽  
Efl Context ◽  
Field Notes ◽  
Research Questions ◽  
Grammar Translation Method ◽  
Videotape Recording

This paper reports the findings of a case study investigating Grammar Translation Method (GTM) through mother tongue, much-isolated words, and putting words together in grammar class to scaffold students’ learning. Mixed methods, classroom observations, field-notes and videotape recording, were employed to collect the data. The data gained, then, transcribed and classified by using code. The selected data is displayed into table and analyzed descriptively. While validating data is done by crosschecking  the result of data analysis of each methods. The data is reported in regard with the result of findings and discussion to answer the research questions of this study. Findings indicate that among three types of GTM, the use of mother tongues was frequently used to give instruction.Other findings show that much-isolated words were used to introduce new vocabulary, and putting words together were used to explain topic discussion. Some changes to create effective GTM through other types of GTM was also discussed.

scholarly journals El contexto familiar y el desarrollo social infantil: un estudio de caso

2021 ◽  
Vol 6 (EE-I-) ◽  
pp. 23
Author(s):  
Luz Clara Amaguaña Sánchez ◽  
Dayana Melissa Armijos Criollo ◽  
Wendy Janina Cachaguay Haro ◽  
Wendy Carolina Calispa Bolagay
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Social Development ◽  
Care Service ◽  
Living Will ◽  
Family Context ◽  
Integrative Model ◽  
The Family ◽  
Estudio De Caso

El desarrollo social de un infante está influenciado en gran medida por el contexto familiar, porque el microsistema brinda las primeras pautas de socialización, que en el transcurso del diario vivir permitirá la adquisición de habilidades sociales básicas. El objetivo de la presente investigación es analizar la importancia del contexto familiar en el desarrollo social en la infancia, mediante un estudio de caso de corte descriptivo. El sujeto de estudio fue un niño de 5 años que inició su escolaridad desde casa a través del programa denominado Servicio de Atención Familiar para la Primera Infancia (SAFPI), en la provincia de Pichincha, Ecuador. Para la recolección de información se empleó la técnica de la observación y varios instrumentos adicionales (anamnesis familiar, las fichas del Modelo Octogonal Integrador del Desarrollo Infantil (MOIDI), guía de entrevista, escala de estimación y lista de cotejo). Finalmente, para el análisis e interpretación de los resultados se aplicaron los métodos de la heurística y la hermenéutica. A partir de los datos obtenidos y según las dimensiones de análisis del contexto familiar se identificó que el sujeto de estudio se desenvuelve en un contexto familiar seguro, que le ha permitido desarrollar ciertas habilidades sociales básicas que posteriormente se ampliarán cuando el infante se adapte a un centro educativo regular. PALABRAS CLAVE: Desarrollo social; habilidades sociales; contexto familiar; Servicio de Atención Familiar para la Primera Infancia. The family context and children's social development: a case study ABSTRACT The social development of an infant is largely influenced by the family context because the microsystem provides the first guidelines for socialization, which in the course of daily living will allow the acquisition of basic social skills. The objective of this research is to analyze the importance of the family context in social development in childhood, through a descriptive case study. The study subject was a 5-year-old boy who began his schooling from home through the program called Family Attention Service for Early Childhood (SAFPI), in the province of Pichincha, Ecuador. To collect the information, the observation technique and several additional instruments were used (family anamnesis, the files of the Octagonal Integrative Model of Child Development (MOIDI), interview guide, estimation scale and checklist). Finally, for the analysis and interpretation of the results, the methods of heuristics and hermeneutics were applied. From the data obtained and according to the dimensions of the analysis of the family context, it was identified that the study subject develops in a safe family context, which has allowed him to develop certain basic social skills that will later be expanded when the infant adapts to a regular educational center. KEYWORDS: Social development; social skills; family context; Family Care Service for Early Childhood.

Early childhood music making in educational settings: A comprehensive analysis of peer-reviewed research, 2000–17

2019 ◽  
Vol 14 (1) ◽  
pp. 35-69 ◽  
Author(s):  
Karen Salvador
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Comprehensive Analysis ◽  
Research Articles ◽  
Educational Settings ◽  
Music Making ◽  
Research Questions ◽  
Education Profession

In this article, I present a comprehensive analysis of peer-reviewed research articles published in English between 2000 and 2017 regarding active music making in early childhood (EC) educational settings. My specific research questions were: who was making music? Who else was present? What did the children and other persons do? In what kinds of educational settings did the music making take place? How did the researchers frame and design their studies, and how did they collect data? What did the researcher(s) seek to understand? What did the researchers find? The results of this review challenge the EC music education profession to support every child’s right to a musical childhood by telling the whole story, communicating across places and communities of practice and understanding teaching and learning as contextual, varied and nuanced.

‘Something is better than nothing’: Early childhood caregiver–child music classes taught remotely in the time of COVID-19

2020 ◽  
Vol 15 (2) ◽  
pp. 135-156 ◽  
Author(s):  
Lisa Huisman Koops ◽  
Samantha C. Webber
Keyword(s):  
Early Childhood ◽  
Screen Time ◽  
Music Teachers ◽  
Future Research ◽  
Online Classes ◽  
Early Childhood Music ◽  
Music Class ◽  
Better Than ◽  
Parents And Caregivers

Many early childhood music teachers suddenly shifted to remote teaching in March 2020 due to the COVID-19 pandemic. The purpose of this intrinsic case study was to gather information about parents’ and caregivers’ perspectives on and reactions to remote teaching of caregiver–child early childhood music classes. The participant families were enrolled in an on-site music class when the switch in format happened due to COVID-19 and were given the option of continuing with instruction via Zoom or receiving a refund for the remainder of the semester. All families were invited to complete a survey with questions about their decision to participate or not and suggestions for ongoing remote programming. Families who chose to participate in synchronous online classes were invited to complete interviews. Eleven adults, representing nine enrolled children, offered their perceptions of the affordances and constraints of the remote caregiver–child music class and suggestions for improvement of remote teaching. Four themes arose in the interviews: (1) the centrality of interaction, (2) the need to support families, (3) the kids & screens paradox and (4) something is better than nothing. Families who chose not to do remote classes in the spring reported they were not interested in trying Zoom classes in the fall either. The main reason families gave for not wanting to participate was concerns about children and screen time. We share implications for teaching and suggestions for future research.

scholarly journals Fostering children’s music in the mother tongue in early childhood education: A case study in Zambia

2016 ◽  
Vol 6 (1) ◽  
pp. 9 ◽  
Author(s):  
Bibian Kalinde ◽  
Dorette Vermeulen
Keyword(s):  
Early Childhood ◽  
Cultural Context ◽  
Mother Tongue ◽  
Children's Music ◽  
Language Of Instruction ◽  
Educational Aims ◽  
Childhood Education ◽  
Children's Songs ◽  
Educational Implications

The influence that the use of a familiar language has on learning has long been explored with suggestions that a child’s mother tongue is the most suited initial language of instruction in school. In Zambia, however, this is not the case as the majority of people think that young children should learn to speak in English as soon as possible because this is the language of education. As a result, songs in English dominate the singing repertoire in pre-schools even when children have not mastered sufficient English vocabulary. Singing songs in English, just as teaching children in a language they do not understand, has been shown to hamper learning. The theoretical lens of indigenous African education underpins the study in order to investigate how music in the mother tongue in a cultural context can foster educational aims. Research participants included an expert in Zambian indigenous children’s songs who also acted as resource person and led 18 children aged between 5 and 6 years in sessions of music in their mother tongue. The findings of the study revealed that educational implications of children’s participation in music in the mother tongue can be found in the way in which they are organised, the activities they involve and in the music elements that characterise them.

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