Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features
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ERIC Institute of Education Sciences
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| Autori principali: | , , , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2025
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| _version_ | 1867181834704519169 |
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| author | Sally Savage Laura. A. Bentley Kate. E. Williams Cathy Nielson Rebecca Eager |
| author_facet | Sally Savage Laura. A. Bentley Kate. E. Williams Cathy Nielson Rebecca Eager Sally Savage Laura. A. Bentley Kate. E. Williams Cathy Nielson Rebecca Eager |
| collection | Education Resources Information Center |
| contents | Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features Sally Savage Laura. A. Bentley Kate. E. Williams Cathy Nielson Rebecca Eager Early Childhood Teachers Self Esteem Music Activities Faculty Development Music Education Movement Education Program Effectiveness Music and movement activities are universal in children's play and socialisation and are fundamental tools to utilise in early years teaching. Early childhood teachers tend to value the positive role music and movement can play in their work, however teacher confidence to implement music-based activities varies, often due to a lack of professional learning opportunities. Findings from a study that trained and coached five early childhood teachers, with no prior formal music training, to deliver a specific rhythm and movement program are highlighted throughout this paper. Qualitative data gained through interviews articulates the teachers' experiences of professional learning, the approach to building their skills and confidence in this area, and the key areas that led to success. Important elements of the professional learning approach included active participation, provision of a video resource library, the nature of the evidence-based and structured program, ease of access, and coaching and implementation support throughout. These key elements, identified as being successful in boosting teacher confidence to use music in their practice, may be readily taken up by other programs, and are transferable to other curriculum and pedagogical areas beyond music. |
| format | Recurso educativo Open Access |
| id | eric_EJ1479618 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2025 |
| record_format | eric |
| spellingShingle | Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features Sally Savage Laura. A. Bentley Kate. E. Williams Cathy Nielson Rebecca Eager Early Childhood Teachers Self Esteem Music Activities Faculty Development Music Education Movement Education Program Effectiveness Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features Sally Savage Laura. A. Bentley Kate. E. Williams Cathy Nielson Rebecca Eager Early Childhood Teachers Self Esteem Music Activities Faculty Development Music Education Movement Education Program Effectiveness Music and movement activities are universal in children's play and socialisation and are fundamental tools to utilise in early years teaching. Early childhood teachers tend to value the positive role music and movement can play in their work, however teacher confidence to implement music-based activities varies, often due to a lack of professional learning opportunities. Findings from a study that trained and coached five early childhood teachers, with no prior formal music training, to deliver a specific rhythm and movement program are highlighted throughout this paper. Qualitative data gained through interviews articulates the teachers' experiences of professional learning, the approach to building their skills and confidence in this area, and the key areas that led to success. Important elements of the professional learning approach included active participation, provision of a video resource library, the nature of the evidence-based and structured program, ease of access, and coaching and implementation support throughout. These key elements, identified as being successful in boosting teacher confidence to use music in their practice, may be readily taken up by other programs, and are transferable to other curriculum and pedagogical areas beyond music. |
| title | Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features |
| topic | Early Childhood Teachers Self Esteem Music Activities Faculty Development Music Education Movement Education Program Effectiveness |
| url | https://eric.ed.gov/?id=EJ1479618 |