Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners.
Identifieur interne : 000612 ( Main/Exploration ); précédent : 000611; suivant : 000613Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners.
Auteurs : Margaret S. Barrett [Australie] ; Libby M. Flynn [Australie] ; Joanne E. Brown [Australie] ; Graham F. Welch [Royaume-Uni]Source :
- Frontiers in psychology [ 1664-1078 ] ; 2019.
Abstract
This paper reports the findings of a study that aimed to identify the music beliefs and values of educators in early childhood education and care settings in Australia. The aims of the study were 2-fold: to adapt and pilot a survey of music beliefs and values which might be implemented subsequently nationally in childcare settings; and, secondly, to identify the music beliefs and values held by early childhood and care educators concerning music in children's learning. The research questions that guided this component of the study were: What is the profile of early childhood and care educators? What beliefs and values for music engagement are held by early childhood and care educators? What shapes early childhood and care educators' music beliefs and values? Findings indicated that educators' beliefs and values on all items are above the mid-point indicating overall positive attitudes toward music despite the majority having no formal qualifications in music or a history of instrumental performance and/or singing. Given the overall positive attitudes toward music we suggest there is enormous potential within this population for further professional learning and development targeted at music and its potential wider benefits in young children's learning and lives.
DOI: 10.3389/fpsyg.2019.00724
PubMed: 31105608
PubMed Central: PMC6492529
Affiliations:
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Brown</name><affiliation wicri:level="1"><nlm:affiliation>School of Psychology, The University of Queensland, Brisbane, QLD, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>School of Psychology, The University of Queensland, Brisbane, QLD</wicri:regionArea><wicri:noRegion>QLD</wicri:noRegion></affiliation></author><author><name sortKey="Welch, Graham F" sort="Welch, Graham F" uniqKey="Welch G" first="Graham F" last="Welch">Graham F. Welch</name><affiliation wicri:level="4"><nlm:affiliation>Department of Culture, Communication and Media, Institute of Education, University College London, London, United Kingdom.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Department of Culture, Communication and Media, Institute of Education, University College London, London</wicri:regionArea><placeName><settlement type="city">Londres</settlement><region type="country">Angleterre</region><region type="région" nuts="1">Grand Londres</region></placeName><orgName type="university">University College de Londres</orgName></affiliation></author></analytic><series><title level="j">Frontiers in psychology</title><idno type="ISSN">1664-1078</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">This paper reports the findings of a study that aimed to identify the music beliefs and values of educators in early childhood education and care settings in Australia. The aims of the study were 2-fold: to adapt and pilot a survey of music beliefs and values which might be implemented subsequently nationally in childcare settings; and, secondly, to identify the music beliefs and values held by early childhood and care educators concerning music in children's learning. The research questions that guided this component of the study were: What is the profile of early childhood and care educators? What beliefs and values for music engagement are held by early childhood and care educators? What shapes early childhood and care educators' music beliefs and values? Findings indicated that educators' beliefs and values on all items are above the mid-point indicating overall positive attitudes toward music despite the majority having no formal qualifications in music or a history of instrumental performance and/or singing. Given the overall positive attitudes toward music we suggest there is enormous potential within this population for further professional learning and development targeted at music and its potential wider benefits in young children's learning and lives.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">31105608</PMID><DateRevised><Year>2020</Year><Month>10</Month><Day>01</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">1664-1078</ISSN><JournalIssue CitedMedium="Print"><Volume>10</Volume><PubDate><Year>2019</Year></PubDate></JournalIssue><Title>Frontiers in psychology</Title><ISOAbbreviation>Front Psychol</ISOAbbreviation></Journal><ArticleTitle>Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners.</ArticleTitle><Pagination><MedlinePgn>724</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2019.00724</ELocationID><Abstract><AbstractText>This paper reports the findings of a study that aimed to identify the music beliefs and values of educators in early childhood education and care settings in Australia. The aims of the study were 2-fold: to adapt and pilot a survey of music beliefs and values which might be implemented subsequently nationally in childcare settings; and, secondly, to identify the music beliefs and values held by early childhood and care educators concerning music in children's learning. The research questions that guided this component of the study were: What is the profile of early childhood and care educators? What beliefs and values for music engagement are held by early childhood and care educators? What shapes early childhood and care educators' music beliefs and values? Findings indicated that educators' beliefs and values on all items are above the mid-point indicating overall positive attitudes toward music despite the majority having no formal qualifications in music or a history of instrumental performance and/or singing. Given the overall positive attitudes toward music we suggest there is enormous potential within this population for further professional learning and development targeted at music and its potential wider benefits in young children's learning and lives.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Barrett</LastName><ForeName>Margaret S</ForeName><Initials>MS</Initials><AffiliationInfo><Affiliation>School of Music, The University of Queensland, Brisbane, QLD, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Flynn</LastName><ForeName>Libby M</ForeName><Initials>LM</Initials><AffiliationInfo><Affiliation>School of Music, The University of Queensland, Brisbane, QLD, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Brown</LastName><ForeName>Joanne E</ForeName><Initials>JE</Initials><AffiliationInfo><Affiliation>School of Psychology, The University of Queensland, Brisbane, QLD, 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name="Australie"><noRegion><name sortKey="Barrett, Margaret S" sort="Barrett, Margaret S" uniqKey="Barrett M" first="Margaret S" last="Barrett">Margaret S. Barrett</name></noRegion><name sortKey="Brown, Joanne E" sort="Brown, Joanne E" uniqKey="Brown J" first="Joanne E" last="Brown">Joanne E. Brown</name><name sortKey="Flynn, Libby M" sort="Flynn, Libby M" uniqKey="Flynn L" first="Libby M" last="Flynn">Libby M. Flynn</name></country><country name="Royaume-Uni"><region name="Angleterre"><name sortKey="Welch, Graham F" sort="Welch, Graham F" uniqKey="Welch G" first="Graham F" last="Welch">Graham F. Welch</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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