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The seasons of kindergarten: Develo...

Miranda, Martina L.

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The seasons of kindergarten: Developmentally appropriate practice in the kindergarten music classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The seasons of kindergarten: Developmentally appropriate practice in the kindergarten music classroom./
Author:	Miranda, Martina L.
Description:	523 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-11, Section: A, page: 3889.
Contained By:	Dissertation Abstracts International63-11A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3069834
ISBN:	0493895248

The seasons of kindergarten: Developmentally appropriate practice in the kindergarten music classroom.
Miranda, Martina L.

The seasons of kindergarten: Developmentally appropriate practice in the kindergarten music classroom. - 523 p.

Source: Dissertation Abstracts International, Volume: 63-11, Section: A, page: 3889.

Thesis (D.M.A.)--Arizona State University, 2002.

The purpose of this study was to examine the interactions, activities, instruction and strategies that occur in kindergarten general music classrooms through the lens of Developmentally Appropriate Practice (DAP): a set of guidelines for early childhood programs serving children from birth through age 8. Ethnographic techniques were used to collect data in three kindergarten general music classrooms over the course of an academic school year. Two primary groups of participants informed this study: kindergarten children (5–6 years old) and their general music teachers. Data were gathered through observation of the kindergarten music classes, formal and informal interviews with the teachers, and artifact collection. Categories from both DAP guidelines, as published by the National Association for the Education of Young Children (NAEYC), and the National Standards for Prekindergarten Music; as published by the Music Educators National Conference (MENC), were used to code the data. Findings included the importance of classroom climate and community established through rituals and routines, relationships with individuals within the large group, and inclusive communication-all congruent with DAP. Practices incongruent with DAP included favoritism, exclusive language, exclusion of children's contributions, and a fundamental lack of developmental awareness. Implications from this study include the need for early childhood coursework and guided mentorship with young children for pre-service and in-service teachers. The researcher posits a model of Developmentally Appropriate Practice in General Music (DAP-GM), including the importance of aural and kinesthetic musical experiences, experience-based introduction of terminology, song teaching through immersion and repetition, and the essential role of musical exploration and creation.

ISBN: 0493895248Subjects--Topical Terms:

1017808
Education, Music.

The seasons of kindergarten: Developmentally appropriate practice in the kindergarten music classroom.
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245 1 0 $a The seasons of kindergarten: Developmentally appropriate practice in the kindergarten music classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 63-11, Section: A, page: 3889.
500 $a Adviser: Sandra Stauffer.
502 $a Thesis (D.M.A.)--Arizona State University, 2002.
520 $a The purpose of this study was to examine the interactions, activities, instruction and strategies that occur in kindergarten general music classrooms through the lens of Developmentally Appropriate Practice (DAP): a set of guidelines for early childhood programs serving children from birth through age 8. Ethnographic techniques were used to collect data in three kindergarten general music classrooms over the course of an academic school year. Two primary groups of participants informed this study: kindergarten children (5–6 years old) and their general music teachers. Data were gathered through observation of the kindergarten music classes, formal and informal interviews with the teachers, and artifact collection. Categories from both DAP guidelines, as published by the National Association for the Education of Young Children (NAEYC), and the National Standards for Prekindergarten Music; as published by the Music Educators National Conference (MENC), were used to code the data. Findings included the importance of classroom climate and community established through rituals and routines, relationships with individuals within the large group, and inclusive communication-all congruent with DAP. Practices incongruent with DAP included favoritism, exclusive language, exclusion of children's contributions, and a fundamental lack of developmental awareness. Implications from this study include the need for early childhood coursework and guided mentorship with young children for pre-service and in-service teachers. The researcher posits a model of Developmentally Appropriate Practice in General Music (DAP-GM), including the importance of aural and kinesthetic musical experiences, experience-based introduction of terminology, song teaching through immersion and repetition, and the essential role of musical exploration and creation.
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