From Notes to Knowledge: A Comprehensive Review of Early Childhood Music Education

Huanran Zhou

doi:10.62051/jgdc2t55

Authors

Huanran Zhou

DOI:

https://doi.org/10.62051/jgdc2t55

Keywords:

Music Education; literature review; pedagogy; early childhood.

Abstract

Music education is widely acknowledged as a valuable instrument for fostering young children's creativity and development. Through a comprehensive literature review, this study evaluates various teaching methods, including the Carabo Cone, Dalcroze, Suzuki, Kodaly, and Orff methods. The study also examined external and internal factors that affect music education, such as the learning environment, parental engagement, and teacher influence. Although significant benefits were shown, the study fell short in distinguishing between three different areas (vocal, instrumental, and movement) of music education, as well as in addressing development between the ages of 0 and 6. This article encourages broadening the scope of research beyond Western music to include ethnic and world musics, as well as conducting additional empirical research to validate the benefits of music education in different dimensions. This article serves as an introduction guide for future instructors and lays the groundwork for future scholarly research into the various effects of early childhood music education.

Downloads

Download data is not yet available.

References

Hess, J. (2020). Finding the “both/and”: Balancing informal and formal music learning. International Journal of Music Education, 38 (3), 441 – 455.

Barrett, J. S., Schachter, R. E., Gilbert, D., & Fuerst, M. (2021). Best practices for preschool music education: Supporting music-making throughout the day. Early Childhood Education Journal, 50 (3), 385 – 397.

Váradi, J. (2022). A review of the literature on the relationship of music education to the development of socio-emotional learning. SAGE Open, 12 (1), 215824402110685.

Daubney, A., & Fautley, M. (2020). Editorial Research: Music Education in a time of pandemic. British Journal of Music Education, 37 (2), 107 – 114.

Tabuena, A. C. (2021). Carabo-cone, Dalcroze, Kodály, and Orff Schulwerk methods. International Journal of Asian Education, 2 (1), 9 – 16.

Kivijärvi, S., Sutela, K., & Ahokas, R. (2017). A conceptual discussion of embodiment in special music education: Dalcroze Eurhythmics as a case. Approaches: Music Therapy & Special Music Education, 8 (2), 169 - 178.

Sutela, K., Juntunen, M.-L., & Ojala, J. (2016). Inclusive music education: The potential of the Dalcroze approach for students with special educational needs. Approaches: An Interdisciplinary Journal of Music Therapy, 2 (8).

Hendricks, K. S., & Bucci, M. G. (2019). ‘Everyone is always learning’: Case study of a Suzuki-inspired preschool. International Journal of Music in Early Childhood, 14 (1), 89 – 109.

Anderson, W. T. (2011). The Dalcroze approach to music education. General Music Today, 26 (1), 27 – 33.

Göktürk Cary, D. (2012). Kodaály and Orff: A Comparison of Two Approaches in Early Music Education. ZKU Journal of Social Sciences, 8 (15).

Dobszay, L. (1972). The Kodaly Method and its musical basis. Studia Musicologica Academiae Scientiarum Hungaricae, 14 (1/4), 15.

Cicco, I. (2020). Reimagining Pedagogical Possibilities in the Schulwerk: Intersections of Critical Pedagogy for Music Education and Orff. Visions of Research in Music Education, 35.

McPherson, G. E., & Hendricks, K. S. (2010). Students’ motivation to study music: The United States of America. Research Studies in Music Education, 32 (2), 201 – 213.

Sichivitsa, V. O. (2007). The influences of parents, teachers, peers and other factors on students’ motivation in music. Research Studies in Music Education, 29 (1), 55 – 68.

Kong, S. hang. (2020). A study of students’ perceptions of parental influence on students’ musical instrument learning in Beijing, China. Music Education Research, 23 (3), 287 – 299.

Leu, J. C.-Y. (2008). Early childhood music education in Taiwan: An Ecological Systems Perspective. Arts Education Policy Review, 109 (3), 17 – 26.

J. L., & Kyakuwa, J. (2020). Generalist or specialist music teachers? lessons from Two Continents. Arts Education Policy Review, 122 (1), 19 – 31.

Julia, J., Supriyadi, T., & Iswara, P. D. (2020). Training the non-specialist music teacher: Insights from an Indonesian action research study. Universal Journal of Educational Research, 8 (2), 547 – 558.

Asmus, E. P. (1994). Motivation in music teaching and learning. The Quarterly, 5 (4).

Lukács, B., & Honbolygó, F. (2019). Task-dependent mechanisms in the perception of music and speech: Domain-specific transfer effects of elementary school music education. Journal of Research in Music Education, 67 (2), 153 – 170.

Pitt, J. (2019). Communicating through musical play: Combining speech and language therapy practices with those of early childhood music education – the SALT Music approach. Music Education Research, 22 (1), 68 – 86.

Öztürk, E., & Can, A. A. (2020). The effect of music education on the social values of preschool children. Cypriot Journal of Educational Sciences, 15 (5), 1053 – 1064.

Davies, J., Bentham, S., & Duah, F. (2023). The impact of group singing on children’s subjective well‐being: Mixed methods research. Children & Society, 37 (4), 1252 – 1273.

Ruokonen, I., Tervaniemi, M., & Reunamo, J. (2021). The significance of music in early childhood education and care of toddlers in Finland: An extensive observational study. Music Education Research, 23 (5), 634 – 646.