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Journal article
Kindergarten teachers’ knowledge of and beliefs in the influence of music and movement on children’s self-regulation
LEEME Revista Electronica, Vol.51, pp.116-130
2023
Abstract
Growing evidence indicates that early exposure to music and movement (M & M) positively impacts young children's self-regulation. However, little attention has been paid to what kindergarten teachers know and believe about the relationship between M & M and self -regulation, and even less to how teachers' background in M & M relates to their knowledge and beliefs. This study investigates these topics using survey data from 306 Hong Kong kindergarten classroom teachers. Descriptive, correlation, and independent sample t-tests were conducted. Most teachers believed they possessed a high level of understanding on the topic, particularly those with M & M background. These participants held stronger beliefs that M & M fosters children's self-regulation, specifically motor-coordination skills, impulse control, and emotional management. We conclude that kindergarten teachers' knowledge of, and beliefs in the role of M & M to support children's self-regulation are influenced by their own M & M background. Indeed, the more M & M activities teachers have been exposed to, the deeper their understandings on how M & M contributes to children's self-regulatory skills. The main implication is the need to further expose kindergarten teachers to M & M learning experiences, be it formally or informally.
Details
- Title
- Kindergarten teachers’ knowledge of and beliefs in the influence of music and movement on children’s self-regulation
- Authors
- Siu-Ping Ng (Author) - Education University of Hong KongAlfredo Bautista (Author) - Education University of Hong KongKate E. Williams (Author) - Queensland University of Technology
- Publication details
- LEEME Revista Electronica, Vol.51, pp.116-130
- Publisher
- Universidad de la Rioja, Departamento de Expresion Artistica
- Date published
- 2023
- DOI
- 10.7203/LEEME.51.25809
- ISSN
- 1575-9563
- Grant note
- This study was supported by the General Research Fund (GRF) 2021/22, Research Grants Council (RGC) (Grant #18610121).
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99990897702621
- Output Type
- Journal article
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web Of Science research areas
- Education & Educational Research