NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1311886
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
A Framework for Considering Teacher-Child Musical Interactions in the Early Childhood Classroom
Koops, Lisa Huisman; Tate, Kimberly
Early Child Development and Care, v191 n12 p1956-1971 2021
In this article, the authors adapt the "Family Musicking Framework" (Koops, 2020) for use in exploring teacher-child interactions in early childhood classrooms (birth to age 6). The Family Musicking Framework contextualizes family musical interactions using the paired concepts of musical parenting/parenting musically and practical musicking/relational musicking (Small, 1998). The adapted framework explores teacher-child interaction in teaching children music and using music to teach children in other domains, as well as practical musicking/relational musicking in the classroom. The authors argue that this framework can illuminate current explorations of teacher-child interactions with music in the areas of enhancing teacher responsiveness, facilitating creative expression by teachers and children by expanding awareness of the goals of musicking in the early childhood classroom, and increasing teacher confidence to incorporate musicmaking in the classroom.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A