Interdisciplinary Play-Based Approach in Early Childhood Music Education
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AbstractEarly childhood education generally refers to educational programmes for young children from birth to the age of eight (Marsh, 2010; National Association for the Education of Young Children, 1991). This period of time is widely recognised as the most important and influential stage in a human’s life. Research on the human brain has shown that the period from birth to the age of eight is a critical phase for brain development and therefore the best time for learning (Curriculum Development Council, 2006). It is during early childhood that a great deal is determined about how an individual will ultimately develop—physically, intellectually, emotionally, and socially.
The notion that young children should learn through play has long been acknowledged by educational theorists such as Rousseau, Pestalozzi, and Frobel, and is widely endorsed by current research in early childhood education (Niland, 2009). However, given the inadequate pre-service training in music for the generalists in different parts of the world, there is a challenge for early childhood teachers to gain professional knowledge on the subjects, including music skills and teaching skills, and to acquire an understanding of how to integrate music into early childhood education.
This chapter aims to demonstrate the key notions and value of play-based approach in early childhood music education. Selected studies are reported to derive a comprehensive conceptualization of the crucial issues in play-based approach in early childhood music education. Exemplars from the music teacher education programmes which focused on interdisciplinary play-based approach are also cited to demonstrate how play-based approach could be incorporated into music teacher education programmes.
The notion that young children should learn through play has long been acknowledged by educational theorists such as Rousseau, Pestalozzi, and Frobel, and is widely endorsed by current research in early childhood education (Niland, 2009). However, given the inadequate pre-service training in music for the generalists in different parts of the world, there is a challenge for early childhood teachers to gain professional knowledge on the subjects, including music skills and teaching skills, and to acquire an understanding of how to integrate music into early childhood education.
This chapter aims to demonstrate the key notions and value of play-based approach in early childhood music education. Selected studies are reported to derive a comprehensive conceptualization of the crucial issues in play-based approach in early childhood music education. Exemplars from the music teacher education programmes which focused on interdisciplinary play-based approach are also cited to demonstrate how play-based approach could be incorporated into music teacher education programmes.
All Author(s) ListFanny CHUNG
All Editor(s) ListMonika Oebelsberger, Andreas Bernhofer, Gerhard Sammer
Book titleEuropean Perspectives on Music Education
Year2019
Month12
Volume Number8
PublisherHelbling
Place of PublicationAustria
Pages113 - 122
ISBN9783990690178
LanguagesEnglish-United Kingdom
KeywordsPlay-Based Learning, Early Childhood, Music Education, Teacher Education, Outreach
