scholarly journals Contemporary problems and solutions for early childhood music education in Zambia

2021 ◽  
Vol 3 (1) ◽  
pp. 53-61
Author(s):  
Emmanuel Tinnash Mulenga ◽  
Yan Tu ◽  
Dixian Teng
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Music Education ◽  
Motor Development ◽  
Memory Function ◽  
Cognitive Learning ◽  
Childhood Education ◽  
Early Childhood Music ◽  
Elementary School Education ◽  
Early Childhood Music Education

Music education is now receiving attention from all works of life especially from psychologist studying children’s mental development scientist has revealed that music education in early childhood helps children develop auditory sense nerves and most of the musical activities aid cycle motor development and children who learn musical instruments have a strong memory function abilities which help them to solve problems in other learning subjects. Learning music in early childhood educations is the bed lock of future education. This is the main reason why early childhood music education researchers are working day and night year in year out to find proper teaching methods to use when interacting with children. As much focus is devoted to studies on children's music education aiding cognitive learning in developing countries, it is a wake-up call for Zambia to develop music education in early childhood education. So this paper investigation endeavors to point out problems and offers sound solutions on the most proficient method to improve music schooling in early childhood education in Zambia by performing a complete overview of the evidence on elementary school education curricula in both government-funded and non-government schools.

Music Education in Training Early Childhood Education Teachers in the Context of Jerome Bruner’s System of Representations. Its Purpose and Teaching Methodology Modification for Remote Work

2020 ◽  
Vol 15 ◽  
pp. 263-277
Author(s):  
Tomasz Dolski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Music Education ◽  
Developmental Psychology ◽  
Teaching Methodology ◽  
Remote Work ◽  
Education Students ◽  
Proper Understanding ◽  
Childhood Education ◽  
Practical Nature

The article consists of two parts. The first presents the implications for training early childhood music education teachers which arise from the theory of developmental psychology concerning Jerome Bruner’s system of representations. The author strives to point out that their proper understanding appears to be essential to building a good teaching foundation for working with early childhood education students. With reference to the theory in question, the second part of the article discusses a modification of selected methods of conducting music education at the indicated stage of education in relation to the challenges connected with the necessity to work remotely. The author discusses examples of methodology in detail and suggests modifications. The aim of such treatment of the matter is to demonstrate that it is possible to retain the practical nature of educational efforts in spite of the unfavourable conditions that stem from the need to be isolated and work online.

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.

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