scholarly journals Developmentally Appropriate Practice and Music Education in the Primary School

2021 ◽  
pp. 35-42
Author(s):  
Benjamin Adjepong
Keyword(s):  
Music Education ◽  
Primary School ◽  
Role Models ◽  
Primary Schools ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
The United States ◽  
Educational Approach ◽  
Diverse Learning ◽  
Education In Ghana

Developmentally Appropriate Practice (DAP) is an educational approach which refers to teaching strategies that consider children’s age, interests, abilities and experiences to help them achieve challenging and achievable goals. The approach which hinges on three pillars: age, individual and culture has gained popularity in countries such as the United States of America, Taiwan and South Korea. DAP underpins National Association for Music Education (NAfME) beliefs about young children’s developmentally and individually appropriate musical experiences. The aim of this paper is to present an overview of the relationship between DAP and music education in primary schools. The discussions centred around the following themes: Children’s musical potential, children’s unique interests and abilities, children’s play, an exemplary musical sound, activities and material, performance goals, diverse learning environment, effective adult role models, and a pleasant physical and social environment. It is suggested that training workshops should be organised for teachers for effective integration of DAP in the classroom to optimise children’s learning in music. Inclusion of DAP as a theme for study in the music curriculum content in the Universities and Colleges of Education in Ghana for the preparation of primary school teachers is also recommended. Carrying out a real classroom study through observations, questionnaires or interviews is recommended for future researches on related subjects.

scholarly journals A National Survey of Spelling Instruction: Investigating Teachers' Beliefs and Practice

2003 ◽  
Vol 35 (3) ◽  
pp. 819-848 ◽  
Author(s):  
Mary Jo Fresch
Keyword(s):  
National Survey ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
The United States ◽  
Traditional Model ◽  
Spelling Instruction ◽  
Individual Instruction ◽  
Teachers Beliefs ◽  
Beliefs And Practice ◽  
Level Of Agreement

Information about current spelling instructional practices across the United States was sought in this national survey with a random sample of teachers of grades 1 through 5. Respondents reported current practices and noted their level of agreement or disagreement to theoretical statements about spelling. Teachers responded to open-ended statements regarding concerns and problems they encounter in teaching spelling. The results suggest teachers rely on a traditional model for instruction. They are aware of more recent research on developmentally appropriate practice but do not necessarily implement those ideas. Implications from this study include provision for professional development, examination of purchased materials in relation to theories of appropriate individual instruction, and support for teachers who want to change instruction to match their beliefs.

The Perceptions of Principals on their Leadership Role in Pre-primary

1998 ◽  
Vol 23 (2) ◽  
pp. 26-30 ◽  
Author(s):  
Elizabeth Stamopoulos
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Primary School ◽  
Primary Schools ◽  
Developmentally Appropriate ◽  
School Principal ◽  
Leadership Role ◽  
Early Childhood Professional ◽  
Childhood Professional ◽  
Appropriate Practices

The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for leadership from the kindergarten director to the primary school principal. Concerns have been raised that principals who are responsible for appraisal of pre-primary teachers are providing inadequate educational leadership to these teachers because of their lack of theoretical and practical background in early childhood. They have not been provided with professional development to adequately support them in this role. However, to date, it seems that principals have not been asked for their views about their capacities concerning the pre-primary sector. For these reasons this study investigated the question: How do primary school principals perceive they fulfil their administrative, managerial and educational roles in respect to pre-primary centres? The majority of principals in the district surveyed indicated that they considered administration/management to be their most important role in relation to pre-primary education. A greater number of principals indicated inadequate performance in dealing with educational issues. The majority of principals said the system should require pre-primary training for principals, provide each school with materials that outline developmentally appropriate practices; and provide early childhood professional development courses for principals.

scholarly journals The prevalence of developmental co-ordination disorder among primary school

2020 ◽  
Vol 11 (4) ◽  
pp. 6543-6547
Author(s):  
Ganapathy Sankar U ◽  
Monisha R
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Tamil Nadu ◽  
School Setting ◽  
The United States ◽  
Cross Sectional Study ◽  
Primary School Children ◽  
Fine Motor ◽  
Cross Sectional

Developmental Co-ordination Disorder will have an impact in the gross motor, and the fine motor co-ordination of daily living activities of children and the academic performance of children with Developmental Co-ordination Disorder is low due to handwriting difficulty. There are also deficits in reading skills, working memory skills and mathematical skills. There may be problems associated with psychosocial aspects in relationship with peers and socialisation, low self-esteem, anxiety and low mood. The DCD prevalence in the United States is 5-8%, 5.6% in Egypt, 5.7% in Greek and 1.8% in the United Kingdom and 5.9% in Canada, 30% in Brazil and India it is found to be 1.6% in West India, 21.6% in Karnataka. In Tamil Nadu at Kattupakkam, it was found to be 3.22%, and Kattankulathur had 1.37%. Since there is no evidence of DCD prevalence in Primary schools at Tamil Nadu, the current study aims at finding the prevalence of DCD among primary school children at Kancheepuram. This Survey, with a cross-sectional study, was initiated. Two hundred children participated in the study. The Developmental Co-ordination Disorder Questionnaire (DCDQ) was used to identify DCD in primary school children at Kancheepuram. Seventy children were identified as DCD, and it revealed that the prevalence rate was 120.20 in 1000 children. The prevalence estimate was high in boys than in girls. There is a prevailing estimate of 120.20 in 1000 children of Developmental co-ordination disorder between the age group of 5 and 11 years exists among primary schools at Kancheepuram. The study concluded the need for early identification and intervention to promote awareness among parents and teachers in a school setting about developmental co-ordination disorder.

scholarly journals Glasbena ustvarjalnost v osnovnošolskih učnih načrtih za glasbeno vzgojo v Črni gori in Sloveniji / Musical Creativity in Primary School Programmes for Music Education in Montenegro and Slovenia

2021 ◽  
Vol 16 (33) ◽  
pp. 43-57
Author(s):  
Jelena Martinović Bogojević
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Systems ◽  
Music Teaching ◽  
Music Culture ◽  
Education Systems ◽  
Musical Creativity ◽  
Definition Of

Encouraging musical creativity in primary schools in Montenegro and Slovenia is determined by the course programs for music education, according to which music teaching in two countries is realised through three musical activities: performing, listening and creating. The similarities between the two primary education systems are characterised by the nine-year duration of primary school, which is divided into three threeyear cycles. Programme for the course Music Culture in Montenegro, dating from 2003, has been developed in collaboration with Slovenian experts. Thus, creation, as an activity, was clearly defined and has been represented in all the revised and new programs that followed. The aim of this paper was to analyse the representation of creation as an activity through which some of the important goals and learning outcomes are achieved in both general primary education systems. The obtained results show that this activity is more concretely represented in the Slovenian programme, and that a higher level of systematicity in its definition has been achieved. Comparative analysis can also serve as a guideline for future improving the programmes and a clearer definition of what is meant by musical creativity in the teaching of music in primary schools of two educational systems.

scholarly journals Impact of Music Education at Colleges of Education on Primary School Pupils in Nanumba North District

2020 ◽  
Vol 8 (05) ◽  
pp. 1383-1407
Author(s):  
Charles Agyei Amoah ◽  
Eric Kwadzo Klutse ◽  
Eddison Foster Mawusi ◽  
Solomon Sukpen
Keyword(s):  
Teacher Preparation ◽  
Music Education ◽  
Primary School ◽  
Student Teachers ◽  
Primary Schools ◽  
Qualitative Method ◽  
Colleges Of Education ◽  
Creative Arts ◽  
Primary School Pupils ◽  
The Relationship

This paper presents how music education in the Colleges of Education influences the teaching of Music and Dance on the primary school. This study aimed to evaluate the training of the student-teachers in preparation to teach Music and Dance as well as to explore the relationship between Music Education at the Colleges of Education and the primary schools. Qualitative method was used and data were obtained through interviews and observations. Fifteen (15) respondents were selected from three (3) schools in the Nanumba North District – Bimbila were randomly sampled for the study. Findings revealed that the amount of training or preparation received in Colleges of Education has been inadequate and has no influence on what entails in the Creative Arts (Music and Dance) syllabus. Hence making teachers handicapped in handling Music and Dance lessons. The work recommends that more attention should be given to teacher preparation in Music and Dance in terms of contents and the methodology to meet the demands of Creative Arts (Music and Dance) syllabus. Also, there should be a revision of subjects that comprise Creative Arts in the Colleges to conform to Creative Arts in the primary school.

scholarly journals Musical culture and the primary school: an investigation into parental attitudes to Whole Class Ensemble Teaching in the English primary school and potential impacts on children’s musical progress

2019 ◽  
Vol 36 (03) ◽  
pp. 267-279
Author(s):  
Anthony Anderson ◽  
Sarah Barton-Wales
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Schools ◽  
Parental Attitudes ◽  
Parental Engagement ◽  
Structured Interviews ◽  
Extrinsic Factors ◽  
Theoretical Perspectives ◽  
Musical Cultures ◽  
Whole Class

AbstractMusical cultures in primary schools are influenced by motivators which include intrinsic and extrinsic factors. Whole Class Ensemble Teaching (WCET) as realised through provision from Music Education Hubs in England is an extrinsic factor which has been widely influential. This article explores the dynamics in play in parental engagement in music provision, as realised through domains of musical value and progression in the context of WCET provision. It presents research, based on data from one primary school in the English Midlands, drawing on responses from children, parents, the WCET teacher and the head teacher of the school. The research used semi-structured interviews and graphical elicitation as research methodologies to create a conceptual map of theoretical perspectives for parental responses to WCET and suggests that triangulating motivating influences from parents, WCET and learners remain an emergent domain.

An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia

1997 ◽  
Vol os-30 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Nita Temmerman
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Primary School ◽  
Primary Schools ◽  
Teacher Educators ◽  
Primary Teacher ◽  
School Level ◽  
Curriculum Content ◽  
Policy And Practice ◽  
School Music

Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included in compulsory undergraduate university music education programmes. It asks teacher educators, in light of recent research, to reflect critically on the adequacy of their current curriculum to prepare beginning teachers to teach primary school music.

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