Playing with sounds in the first years: Relevant research and pedagogical propositions for early childhood music education

2020 ◽  
Vol 15 (2) ◽  
pp. 183-197 ◽  
Author(s):  
Manuela Filippa ◽  
Susan Young
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Young Children ◽  
Music Education ◽  
Sound Production ◽  
Educational Practice ◽  
Musical Instruments ◽  
Relevant Research ◽  
Age Appropriate ◽  
Musical Gesture

Infants and children in their earliest years (6 months to 3 years) are highly motivated to act on objects to produce sounds and to explore the possibilities of sound production. Yet educational practice and music education research rarely concentrate on very young children’s abilities to produce sounds with objects or with age-appropriate musical instruments. There is, however, a small corpus of studies that have explored sound production among the under-3s and have suggested the importance of this activity in early musical development. In this article we first introduce and discuss this corpus of studies. In light of the theories of musical gesture and sound production emerging from these studies, we then propose a complementary music education perspective for young children under 3 years of age which is focused on sound production with objects.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

Beware the neuromyths! A critical discussion on the ‘brainification’ of early childhood music

2020 ◽  
Vol 15 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Susan Young
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Educational Practice ◽  
Critical Discussion ◽  
Current Policy ◽  
Childhood Education ◽  
Early Childhood Music ◽  
Education And Care ◽  
Current Context ◽  
The Brain

References to neuroscience and the brain now crop up regularly in academic and pedagogical literatures in early childhood music education. In this article, I discuss this recent ‘brainification’ (a term coined by Vandenbroeck) of early childhood music and point out problems and pitfalls that can arise from this current enthusiasm for neuroscience narratives. Concern at the misinterpretation of neuroscientific research in music education, often referred to as neuromyths, has led to a small and important body of literature. This literature is reviewing, analysing and providing summaries of neuroscience in music, correcting misconceptions and clarifying the implications for educational practice. First, I introduce this work and outline its main arguments. However, despite these corrections and clarifications, neuromyths persist. Therefore, I go on to ask why ‐ when the research base is being demonstrated to have many limitations ‐ do certain neuroscientific ideas continue to occupy such a prominent position? The answer I suggest lies in the current context of social media proliferation of information together with the certainty that neuromyth narratives (falsely) promise. I will go on to explain how the prominence of neuromyths goes hand in hand with the current policy environment for early childhood education and care that constructs children as a form of future investment. The article arrives at a number of suggestions for how the problems and pitfalls might be overcome or avoided.

Establishing a Foundation

2020 ◽  
pp. 93-137
Author(s):  
Lesley S. McAllister
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Music Education ◽  
Final Section ◽  
Optimal Learning ◽  
Very Young Children ◽  
Musical Concepts ◽  
Private Lesson ◽  
Neuromuscular Development ◽  
The Brain

Chapter Four explores how early childhood music and movement classes might utilize appropriate yoga postures and breath work for very young children from the ages of three to six, concluding with a sample curriculum for an eight-week summer music course. Building on research on the benefits of music education starting in early childhood, as well as research on the importance of slow, integrated movement for optimal learning and neuromuscular development, this chapter shows how introductory musical concepts may be blended with yoga postures and breath work to enhance attention, motivation, and aural awareness. Some of the proposed poses emphasize crossing the midline, which enhances integration across the two hemispheres of the brain. The postures and breath work may also be used with elementary-age students, so the final section describes how specific techniques might be incorporated in the private lesson, as well.

Problem Solving in the Early Years

2017 ◽  
Vol 53 (4) ◽  
pp. 220-223 ◽  
Author(s):  
Lindsay Lile Diamond
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Young Children ◽  
Children With Disabilities ◽  
Early Childhood Teachers ◽  
Early Years ◽  
Critical Component ◽  
Young Children With Disabilities ◽  
Age Appropriate

Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a summary of the importance of problem-solving instruction for young children with disabilities and outlines interventions to promote the development of this skill.

Music in the Home

2014 ◽  
Vol 62 (1) ◽  
pp. 78-88 ◽  
Author(s):  
Samuel A. Mehr
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Music Education ◽  
Family Income ◽  
Daily Basis ◽  
Frequency Data ◽  
High Frequencies ◽  
Music Making ◽  
Widespread Belief ◽  
Music Activities

This study had three goals: (1) to investigate the potential connection between music experiences in early childhood and later music making as a parent, (2) to report the frequency of music making in a sample of American families with young children along with parents’ opinions on possible benefits of music classes, and (3) to compare frequency data to two previous studies. Parents of 4-year-old children were surveyed on the frequency of music activities in the home, their early arts experiences, and a variety of topics concerning arts education. An intergenerational link was found: The frequency of parental song in childhood significantly predicted parents’ later music behaviors with their own children, adjusting for other aspects of the early artistic environment. Parents reported high frequencies of music activities in the home, with most parents singing or playing recorded music to their children on a daily basis. Notably, the frequency of parental music making was unrelated to family income or to participation in music classes. Parents’ opinions on the effects of music education reflected a widespread belief that music classes confer a variety of nonmusical benefits.

scholarly journals APLIKASI MONTESSORI DALAM PEMBELAJARAN MEMBACA, MENULIS DAN BERHITUNG TINGKAT PERMULAAN BAGI ANAK USIA DINI

2018 ◽  
Vol 1 (01) ◽  
Author(s):  
Syefriani Darnis
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Education System ◽  
Learning Model ◽  
Teaching Reading ◽  
Reading And Writing ◽  
Effective Learning ◽  
Young Learners ◽  
Age Appropriate ◽  
Formal School

This paper  was conducted to produce an effective learning model for developing literacy and numeracy in early childhood. Many teachers get locked out of the process of helping their students especially young learners to read , write  and count because our education system is not allowed the young children is learned to do those activities  at school. This really should not be so.Based on Dr.Maria  Montessori  who was a pioneer in teaching reading, writing and counting for young learners, the preparation for reading and writing begins long before formal school and teachers can do that at school as well as parents at home. The ability to read, write and count is not, in itself, a sufficient ambition. What is of supreme importance is bringing about, in a child, a desire to read , write, and count. In this paper we will find Montessori Activities which are the building literacy and numeracy skills.  This activities is presented by using the well designed Montessori apparatus, reviewed and age appropriate for children.Key Word : Literacy and Numeracy, Montessori, Montessori Activities, Montessori Apparatus, Age Appropriate.

scholarly journals Private early childhood education and the democratic imagination: Projects, and paradoxes

2017 ◽  
Vol 23 (49) ◽  
pp. 311-337
Author(s):  
Letícia Veloso
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Educational Practice ◽  
Childhood Education ◽  
Democratic Pedagogy ◽  
Everyday Practices ◽  
The Right ◽  
A Site ◽  
The Relationship

Abstract: Based on ethnographic research in one private elite preschool in Rio de Janeiro in 2002 that sought to imprint citizenship notions on young children, this article discusses the relationship between educational practice, early childhood education, and the meanings, possibilities, and limitations of a critical and democratic pedagogy. I begin with a description of the school and its discourses of citizenship education. Next, I showhow the everyday practices through which children learned to become citizens through the production of a “citizenship habitus” focused on the importance of politics and on being a responsible citizen. I then discuss the paradoxes of this project, given that it was a private and elitist school; despite its egalitarian intentions, the school also served as a site for class reproduction. Still, I also suggest that, when young children cease to at least take inequality for granted, a small step is taken in the right direction.

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