Building a future through multicultural early childhood music classes in a conflict-affected city

2021 ◽  
Vol 16 (1) ◽  
pp. 71-87 ◽  
Author(s):  
Michal Hefer ◽  
Claudia Gluschankof
Keyword(s):  
Early Childhood ◽  
The Other ◽  
Structured Interviews ◽  
Negative Stereotypes ◽  
Early Childhood Music ◽  
Positive Attitudes ◽  
Open Coding ◽  
Ethnic Biases ◽  
Music Class ◽  
At Home

The aim of this exploratory study was to understand the experience of several Palestinian and Jewish parents participating in a culturally mixed early childhood music class, held in a conflict-affected city. Collective music-making is considered to be a powerful way for people to connect and socialize, regardless of their backgrounds, and for them to get to know each other through music. It also has the potential of reducing stereotypes, which is especially needed in a conflict-affected area. Data sources included records of the classes (videos and a field diary), parents’ sharing of audio and video recordings of musical episodes at home through the music class WhatsApp group and semi-structured interviews with three parents. Data were analysed inductively through open coding and three themes emerged: why music and music classes?; the music class experience; and music at home. These themes reflect the reasons for participating in the programme and the contexts in which the children and their parents experience music. Findings show that those families who chose to participate in this programme hold positive attitudes towards the Other and reported neither observable nor vocally expressed prejudice of their children against the Other. The toddlers who participated in the classes have the potential to not develop negative stereotypes towards the Other (Arab or Jewish), since their families do not expose them to such stereotypes. Nevertheless, they are members of societies (East and West Jerusalem) holding systemic ethnic biases, and therefore joint music classes may strengthen positive attitudes.

‘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.

Young children's mothers' beliefs about the role and literacy methods at kindergarten and first year of primary school

2019 ◽  
Vol 583 (8) ◽  
pp. 66-76
Author(s):  
Nektarios Stellakis
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Learning Outcome ◽  
The Other ◽  
First Year ◽  
Analysis Method ◽  
Structured Interviews ◽  
Childhood Education ◽  
Content Analysis Method ◽  
Literacy Methods

This study presents the findings of a survey regarding the beliefs of parents of children in early childhood education about the role that, in their opinion, kindergarten plays in the literacy of their children and the possible differences in teaching practices between kindergarten and primary school. The data was collected through semi-structured interviews of 15 mothers. The research was carried out at Patras, in the spring of 2017. The data was analyzed with the content analysis method and the results show a variety of beliefs about the parents’ expectations regarding the literacy methods at kindergarten, prevalent of which is the belief that children should be taught the mechanics of reading written work at kindergarten through games and without placing emphasis on the learning outcome. On the other hand, the participants seem to have accepted the emphasis of systematic teaching at year one of primary school.

scholarly journals Musical Learning For Early Childhood Through Listening Approach, Singing, Playing

2020 ◽  
Vol 1 (8) ◽  
Author(s):  
Jati Ulung Nusantoro ◽  
Haris Supratno ◽  
I Nyoman Lodra
Keyword(s):  
Early Childhood ◽  
Time Allocation ◽  
Formal Education ◽  
Lesson Planning ◽  
Structured Interviews ◽  
Music School ◽  
Face To Face ◽  
Music Class ◽  
Evaluation Of Learning ◽  
Learning Data

Course institutions is one of non-formal education as a substitute, complementary, enhancement, and education outside of school. One of the best non-formal institutions to develop early childhood talent is the Yamaha Music School course institute. This is what makes researchers interested in learning which is done by Yamaha Music School course for early childhood. This type of research uses qualitative research, ranging from lesson planning, implementation of learning to evaluation of learning. Data collection techniques used non-contributory types of observation, documentation and structured interviews conducted face-to-face. The subjects of this study were early childhood at the age of 3 years and a lecturer in Wonderland Music Class Moshi-Moshi Yamaha Music School. The form of lesson planning for wonderland music classes ranging from materials, methods, models, media and time allocation has been designed by the Yamaha Music School Foundation of Japan but can be developed by each teacher according to the situations that occur in the classroom during the learning process. The classroom learning atmosphere created by the teacher is great for the child to feel good about music. The results of the evaluation conducted at the Wonderland studio class only provide a learning award in the classroom with that of fiesta music and concert classes.

Active music listening: Promoting music and movement in early childhood music education

2019 ◽  
Vol 14 (2) ◽  
pp. 211-223 ◽  
Author(s):  
Tiago Madalozzo ◽  
Vivian Dell’ Agnolo Barbosa Madalozzo
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Lesson Plan ◽  
Music Appreciation ◽  
Music Listening ◽  
Music Learning ◽  
Early Childhood Music ◽  
Musical Structures ◽  
Early Childhood Music Education ◽  
Music Class

This article’s premise is that listening can be an engaging and important way for children to interact with music, using movement and their entire bodies, leading to music learning. We present the concept of active music listening defined by different authors, as a strategy for working with music appreciation involving a completely active attitude of the listener ‐ linking a cognitive process of interpretation with the fundamental use of movement to reflect musical aspects of a determined piece. In the first section, we propose that listening is an important part of music learning, examining Swanwick’s and Boal-Palheiros and Wuytack’s works, presenting active music listening as an appreciation mode that involves high levels of attention, intention and activity from the listener. In the section that follows, we introduce active music listening as a part of the music class, reporting Zagonel’s as well as Wuytack and Boal-Palheiros’ approaches, defining musical structures that can be activated with listening exercises by more than twenty ways of activation. We discuss our way of locating these exercises on a music lesson plan. The mentioned strategies are illustrated in four ideas of active music listening exercises directed to children, selected from our daily practices. Finally, we discuss the main concepts and practices presented, with concluding remarks and implications for early childhood music education.

scholarly journals A study of analysis and comparison to the low nutrient density foods that more normality for children age (3 –5 years)

2008 ◽  
Vol 5 (1) ◽  
pp. 42-50
Author(s):  
Baghdad Science Journal
Keyword(s):  
Early Childhood ◽  
Food Habits ◽  
High Energy ◽  
The Body ◽  
The Other ◽  
Nutrient Density ◽  
At Home

Through the early childhood and after the ablactating the child learns acquired food habbits that might studying with him throughout his life. Here the parents role arises: teaching the child the sound food habits and hygienic styles and whatever beneficial to the health and with the sufficient quantities for the body. In this way the experiences the child learns at home will be of great help in his future life in choosing the suitable food after becoming more dependent in making his decisions and choices away from his parents. The results in this study showed that the averages of the children’s consumption of the high energy foods in comparison with the other highest consumption average , after that comes the con sumption of soft drills , then the lollipops , gums and cacao , finally , the confectioneries recorded the lowest percentage in purchase , the child’s wish recorded the highest average.

The Other Entrepreneurs - Migrant Economies as Spaces for Social Innovation?

2019 ◽  
Vol 16 (2) ◽  
pp. 265-271
Author(s):  
Claudia Lintner
Keyword(s):  
Social Innovation ◽  
Close Relation ◽  
The Other ◽  
Structural Level ◽  
Structured Interviews ◽  
Economic Activities ◽  
Migrant Entrepreneurship ◽  
False Dichotomy ◽  
Migrant Entrepreneurs ◽  
The One

This article analyses the relationship between migrant entrepreneurship, marginalisation and social innovation. It does so, by looking how their ‘otherness’ is used on the one hand to reproduce their marginalised situation in society and on the other to develop new living and working arrangements promoting social innovation in society. The paper is based on a qualitative study, which was carried out from March 2014- 2016. In this period, twenty semi-structured interviews were conducted with migrant entrepreneurs and experts. As the results show, migrant entrepreneurs are characterised by a false dichotomy of “native weakness” in economic self-organisation against the “classical strength” of majority entrepreneurs. It is shown that new possibilities of acting in the context of migrant entrepreneurship are mostly organised in close relation to the lifeworlds and specific needs deriving from this sphere. Social innovation processes initiated by migrant entrepreneurs through their economic activities thus develop on a micro level and are hence less apparent. Supportive networks are missing on a structural level, so it becomes difficult for single innovative initiatives to be long-lasting.

‘Are we on the same wavelength?’ International nurses and the process of confronting and adjusting to clinical communication in Australia

2017 ◽  
Vol 13 (3) ◽  
pp. 263-274 ◽  
Author(s):  
Tonia Crawford ◽  
Peter Roger ◽  
Sally Candlin
Keyword(s):  
Communication Skills ◽  
Thematic Analysis ◽  
Care Setting ◽  
Linguistically Diverse ◽  
The Other ◽  
Culturally And Linguistically Diverse ◽  
Central Theme ◽  
Structured Interviews ◽  
Clinical Communication ◽  
Professional Experiences

Effective communication skills are important in the health care setting in order to develop rapport and trust with patients, provide reassurance, assess patients effectively and provide education in a way that patients easily understand (Candlin and Candlin, 2003). However with many nurses from culturally and linguistically diverse (CALD) backgrounds being recruited to fill the workforce shortfall in Australia, communication across cultures with the potential for miscommunication and ensuing risks to patient safety has gained increasing focus in recent years (Shakya and Horsefall, 2000; Chiang and Crickmore, 2009). This paper reports on the first phase of a study that examines intercultural nurse patient communication from the perspective of four Registered Nurses from CALD backgrounds working in Australia. Five interrelating themes that were derived from thematic analysis of semi-structured interviews are discussed. The central theme of ‘adjustment’ was identified as fundamental to the experiences of the RNs and this theme interrelated with each of the other themes that emerged: professional experiences with communication, ways of showing respect, displaying empathy, and vulnerability.

Armed Violence in the Ideology of Contemporary Islamic Fundamentalism - Study models

2019 ◽  
Vol 2 (4) ◽  
pp. 237
Author(s):  
Laith Mzahim Khudair Kazem
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
The Other ◽  
Islamic Fundamentalism ◽  
Islamic Movements ◽  
Important Means ◽  
Armed Violence ◽  
Goals And Objectives ◽  
At Home

The armed violence of many radical Islamic movements is one of the most important means to achieve the goals and objectives of these movements. These movements have legitimized and legitimized these violent practices and constructed justification ideologies in order to justify their use for them both at home against governments or against the other Religiously, intellectually and even culturally, or abroad against countries that call them the term "unbelievers", especially the United States of America.

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