Music in Early Childhood Educationgeneralist teachers versus specialist teachers

  1. Vicente Nicolás, Gregorio 1
  2. Rodríguez Lozano, Carlos 1
  3. Sánchez-Marroquí, Judith 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Revista:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Año de publicación: 2023

Volumen: 16

Número: 32

Páginas: 29-38

Tipo: Artículo

DOI: 10.25115/ECP.V16I32.8862 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Espiral. Cuadernos del profesorado

Objetivos de desarrollo sostenible

Resumen

Today, there is still a debate in schools about who should be the teacher responsible for teaching music in Early Childhood Education: some believe that it should be the Early Childhood teacher and others believe that it should be the specialist music teacher who takes on this task. The objective of this work is to know the opinion of future teachers of Early Childhood Education on some aspects of their training and teaching of music, with special attention to whether they consider that this discipline should be taught by them or, on the contrary, by the music teacher. The group of participants of the study was formed by the students of the last year of the Degree in Early Childhood Education of the University of Murcia (Spain). For the collection of information an ad hoc questionnaire was elaborated structured in two sections: (1) personal data and musical training and (2) Musical Education in Early Childhood Education. The results reveal a lack of consensus on the specialist who should teach music in this stage. Likewise, the following are indicated as factors that influence this conception: university training, the importance that future teachers attach to music, as well as its potential to be related to other areas.

Referencias bibliográficas

  • Alsina, P., Díaz, M., & Giráldez, A. (2008). La música en la escuela infantil (0-6) [Music in early childhood schools]. Graó.
  • Aprile, A. (2021). Geography of music access, race, and SES in NYC public schools: public vs. charter. Arts Education Policy Review, 122(2), 115-135. https://doi.org/10.1080/10632913.2020.1746711
  • Barrett, M. S., Flynn, L. M., Brown, J. E., & Welch, G. F. (2019). Beliefs and values about music in early childhood education and care: Perspectives from practitioners. Frontiers in Psychology, 10(APR), 1–18. https://doi.org/10.3389/fpsyg.2019.00724
  • Barrett, M. S., Zhukov, K., Brown, J. E., & Welch, G. F. (2020). Evaluating the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Psychology of Music, 48(1), 120–136. https://doi.org/10.1177/0305735618790355
  • Barry, N. H., & Durham, S. (2017). Music in the Early Childhood Curriculum: Qualitative Analysis of Pre-Service Teachers’ Reflective Writing. International Journal of Education and the Arts, 18(16), 1–18. http://www.ijea.org/v18n16/v18n16.pdf
  • Baum, A. C. (2017). Powerful allies: Arts educators and early childhood educators joining forces on behalf of young children. Arts Education Policy Review, 118(3), 183-188, https://doi.org/10.1080/10632913.2016.1245165
  • Bautista, A., & Ho, Y. L. (2021). Music and movement teacher professional development: An interview study with Hong Kong kindergarten teachers. Australasian Journal of Early Childhood, 46(3), 276–290. https://doi.org/10.1177/18369391211014759
  • Bautista, A., Yeung, J., McLaren M.L., & Ilari, B. (2022). Music in early childhood teacher education: raising awareness of a worrisome reality and proposing strategies to move forward. Arts Education Policy Review. Advance online publication. https://doi.org/10.1080/10632913.2022.2043969
  • Bolduc, J., & Evrard, M. (2017). Music Education from Birth to Five: An Examination of Early Childhood Educators’ Music Teaching Practices. Research and Issues in Music Education, 13(1). http://ir.stthomas.edu/rime%0Ahttp://ir.stthomas.edu/rime/vol13/iss1/3
  • Bond, V. L. (2012). Music’s Representation in Early Childhood Education Journals. Update: Applications of Research in Music Education, 31(1), 34–43. https://doi.org/10.1177/8755123312458292
  • Bond, V. L., Vasil, M., Derges, J. D., & Nichols, B. E. (2022). Mentoring Graduate Students in Music Education: A Mixed-Methods Phenomenological Study. Journal of Research in Music Education. Advance online publication. https://doi.org/10.1177/00224294221081000
  • Botella-Nicolás, A. M., & Peiró-Esteve, M. Á. (2018). Estudio de la discriminación auditiva en educación infantil en Valencia [Study of Auditory Discrimination in Children's Education in Valencia]. Magis, 10(21), 13–34. https://doi.org/10.11144/Javeriana.m10-21.edae
  • Browne, J. (2022). Out of the Woods Yet? The Continuing Impact of National Standards on New Zealand Music Education. New Zealand Journal of Educational Studies. https://doi.org/10.1007/s40841-022-00243-6
  • Calderón-Garrido, D., Carrera, X., & Gustems-Carnicer, J. (2021). The presence of the ICT in the subjects of music of the Teacher’s Degrees: An analysis of the educational plans. Revista Electrónica Complutense de Investigación en Educación Musical, 18, 127–138. https://doi.org/10.5209/RECIEM.64882
  • Ehrlin, A., & Tivenius, O. (2018). Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes. International Journal of Music Education, 36(1), 17–33. https://doi.org/10.1177/0255761417689920
  • García-Gil, D., & Bernabé Villodré, M. M. (2019). Formación y preparación musical en el Grado de Educación Infantil: Consideraciones de las alumnas en Educación Superior [Music Education and Preparation in Early Childhood Education: Considerations of Female Students in Higher Education]. Revista Prisma Social, 25, 126–148. https://revistaprismasocial.es/article/view/2692
  • Ibbotson, L., & See, B. H. (2021). Delivering music education training for non-specialist teachers through effective partnership: A Kodály-inspired intervention to improve young children’s development outcomes. Education Sciences, 11(8), 433. https://doi.org/10.3390/educsci11080433
  • Juárez García, J.L., & López Núñez, N. (2021). Educación Infantil: Análisis de las guías docentes de las universidades españolas [The musical education in the early childhood education degree: analysis of the spanish universities teaching guides]. ENSAYOS, Revista de la Facultad de Educación de Albacete, 36(1), 123–141. http://www.revista.uclm.es/index.php/ensayos
  • Kirby, A. L., Dahbi, M., Surrain, S., Rowe, M. L., & Luk, G. (2022). Music Uses in Preschool Classrooms in the U.S.: A Multiple-Methods Study. Early Childhood Education Journal. Advance online publication. https://doi.org/10.1007/s10643-022-01309-2
  • Kulset, N., & Halle, K. (2020). Togetherness!: adult companionship–the key to music making in kindergarten. Music Education Research, 22(3), 304–314. https://doi.org/10.1080/14613808.2020.1765155
  • Mateos-Moreno, D. (2022). Why (not) be a music teacher? Exploring pre-service music teachers’ sources of concern regarding their future profession. International Journal of Music Education. Advance online publication. https://doi.org/10.1177/02557614211073138
  • McMillan, J., & Schumacher, S. (2005). Investigación educativa [Educational research]. Pearson Educación.
  • Mills, J. (1989). The Generalist Primary Teachers of Music: A Problem of Confidence. British Journal of Music Education, 6(2), 125-138. https://doi.org/10.1017/S0265051700007002
  • Moreno Pizarro, J., & Planells Hernani, B. (2016). Propuesta para la implementación de la teoría de las Inteligencias Múltiples en el sistema de Educación Infantil en España [A proposal for the implementation of the multiple intelligence theory in the Spanish early childhood education system]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 19(3), 199-207. https://doi.org/10.6018/reifop.19.3.267341
  • Nieuwmeijer, C., Marshall, N., & van Oers, B. (2021). Musical play in the early years: the impact of a professional development programme on teacher efficacy of early years generalist teachers, Research Papers in Education. Advance online publication. https://doi.org/10.1080/02671522.2021.1998207
  • Order ECI/3854/2007, of 27 December, which establishes the requirements for the verification of official university degrees that enable the exercise of the profession of Early Childhood Education Teacher [Requisitos para la verificación de los títulos universitarios oficiales que habilitan para el ejercicio de la profesión de Maestro en Educación Infantil]. Boletín Oficial Del Estado, 312, de 29 de diciembre de 2022. https://www.boe.es/eli/es/o/2007/12/27/eci3854
  • Pavón, F., Román, S., & Vargas, M. (2012). Formación del profesorado de educación infantil en los nuevos grados. Competencia musical y digital [Training of early childhood education teachers in the new degrees. Musical and digital competence]. En M. Estebanell Miguell, P. Cornellà Canals, & D. Codina Regàs (Eds.), XX Jornadas Universitarias de Tecnología Educativa (pp. 273-279). GreTICE, Universitat de Girona.
  • Pestana, G. (2022). Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes. Australasian Journal of Early Childhood, 47(1), 74–86. https://doi.org/10.1177/18369391211056669
  • Rajan, R. S. (2017). Preschool Teachers’ Use of Music in the Classroom: A Survey of Park District Preschool Programs. Journal of Music Teacher Education, 27(1), 89–102. https://doi.org/10.1177/1057083717716687
  • Rodríguez Rodríguez J., & Vicente Álvarez, R. M. (2017). The music materials in early childhood education: A descriptive study in Galicia (Spain). International Journal of Music Education, 35(2), 139-153. https://doi.org/10.1177/0255761415619423
  • Royal Decree 95/2022, of 1 February, which establishes the organisation and minimum teaching of Early Childhood Education [Ordenación y enseñanzas mínimas de Educación Infantil]. Boletín Oficial del Estado, nº 28, 2 de febrero de 2022.
  • Royal Decree 1594/2011, of 4 November, which establishes the teaching specialities of Teachers who carry out their functions in the stages of Early Childhood Education and Primary Education regulated in Organic Law 2/2006, of 3 May, on Education [Especialidades docentes que desempeñan sus funciones en las etapas de Educación Infantil y de Educación Primaria reguladas en la LOE]. Boletín Oficial del Estado, nº 270, 9 de noviembre de 2011.
  • Ruiz, E. (2012). Expresión musical en Educación Infantil. Orientaciones didácticas [Musical expression in Early Childhood Education. Didactic orientations]. CCS.
  • Ruiz Palomo, E., & Santamaría Conde, R. (2013). La formación musical en el profesorado de Educación Infantil [Music training for Early Childhood Education teachers]. Estudios sobre el Mensaje Periodístico, 19, 439448. https://doi.org/10.5209/rev_ESMP.2013.v19.42051
  • Sánchez-Cabrero, R., & Pericacho-Gómez, F.J. (2022). Profile and perceptions of students of the Master's Degree in Secondary Teacher Training in Spain. Espiral. Cuadernos del Profesorado, 15(30), 71-83. https://doi.org/10.25115/ecp.v15i30.5064
  • Savage, J. (2020). The policy and practice of music education in England, 2010–2020. British Educational Research Journal, 1-15. https://doi.org/10.1002/berj.3672
  • Suomi, H., Hietanen, L., & Ruismäki, H. (2022). Student teachers’ views of their own musical skills to teach the National Core Curriculum in Finland National Core Curriculum in Finland. Music Education Research. Advance online publication, 1–13. https://doi.org/10.1080/14613808.2022.2053511
  • Welch, G. F. (2020). The challenge of ensuring effective early years music education by non-specialists. Early Child Development and Care, 191(1), 1–13. https://doi.org/10.1080/03004430.2020.1792895
  • Welch, G. F. (2022). Reflections on the concept of musical development. British Journal of Music Education, 39(1), 92–105. https://doi.org/10.1017/s0265051721000310
  • Whittaker, A. (2021). Teacher perceptions of A-level music: Tension, dilemmas and decline. British Journal of Music Education, 38(2), 145–159. https://doi.org/10.1017/S0265051720000352
  • Young, S. (2021). The branded product and the funded project: The impact of economic rationality on the practices and pedagogy of music education in the early childhood sector. British Journal of Music Education, 38(2), 107-118. https://doi.org/10.1017/S0265051720000248
  • Zarza-Alzugaray, F. J., García Gil, D., Casanova, O., & Orejudo, S. (2021). A scale to measure educators’ musical skills in early childhood education. Studies in Educational Evaluation, 71, Article 101085. https://doi.org/10.1016/j.stueduc.2021.101085
Fuente de los datos: Dialnet