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Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities739.37 kB
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Journal article
Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features
Early Childhood Education Journal, Vol.53, pp.2275-2286
2025
Abstract
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.
Details
- Title
- Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features
- Authors
- Sally Savage (Corresponding Author) - Queensland University of TechnologyLaura A Bentley (Author) - Queensland University of TechnologyKate E Williams (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessCathy Nielson (Author) - Queensland University of TechnologyRebecca Eager (Author) - Queensland University of Technology
- Publication details
- Early Childhood Education Journal, Vol.53, pp.2275-2286
- Publisher
- Springer Dordrecht
- Date published
- 2025
- DOI
- 10.1007/s10643-024-01737-2
- ISSN
- 1573-1707; 1082-3301
- Copyright note
- © The Author(s) 2024 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991055898502621
- Output Type
- Journal article
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- Collaboration types
- Domestic collaboration
- Web Of Science research areas
- Education & Educational Research