The Effect of Music Drama Program on the Attitude of Music Education and Musical Teaching Effectiveness of Pre-service Early Childhood Teachers

2021 ◽  
Vol 23 (1) ◽  
pp. 105-126
Author(s):  
Jung-min Kim ◽  
Ji-hyun Choi
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Teaching Effectiveness ◽  
Early Childhood Teachers ◽  
Music Drama

Musical intelligence of candidates for early childhood teachers

2019 ◽  
Vol 577 (2) ◽  
pp. 59-67
Author(s):  
Rafał Mejzner
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Music Education ◽  
Primary School ◽  
Standardized Test ◽  
Early Childhood Teachers ◽  
Future Teachers ◽  
Musical Intelligence ◽  
Childhood Education

The purpose of the following article is to present the results of the research on the musical intelligence of candidates for early childhood education teachers. The research was carried out using a standardized test developed by Herbert D. Wing. The author of the paper bases on the assumption that the level of musical intelligence of future teachers in kindergarten and fi rst grades of primary school largely determines the effects of didactic work in the fi eld of music education conducted by academic teachers. The text ends with conclusions and postulates aimed at optimizing teacher education as part of music education.

Digital Music Play in Early Childhood

2021 ◽  
pp. 16-28
Author(s):  
Suzanne L. Burton
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Mobile Technology ◽  
Early Childhood Teachers ◽  
Traditional Music ◽  
Digital Music ◽  
Early Childhood Music ◽  
Youtube Videos ◽  
Music Play

The chapter describes how mobile technology is firmly planted in young children’s everyday lives as they watch YouTube videos and play with apps that entertain and educate. Yet the question remains, What is the role of mobile technology in early childhood music education? There is concern that technology will compromise the active, playful musicking of young children. Mobile devices, however, can be used to support music development, with digital music play working in tandem with traditional music play in the form of converged music play. This chapter describes the ways in which early childhood teachers can incorporate mobile technology into their practice, extending its use to young children’s musicking in early childhood music settings, at home and in play spaces.

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