Most kindergarten teachers like to provide music experiences in their classroom, and they like to use their music equipment. The results show that the majority of kindergartens were supplied with music equipment, most of the equipment is “available,” and most of it is used. In short, most kindergartens are outfitted with a keyboard, non-melodic percussion instruments, melodic percussion instruments, cassette tapes and player, CDs and CD player, music videos, VCR, video recorder, curriculum guides for kindergarten music, computer and music games. But few kindergartens have guitars and recorders.
Such findings may imply that most kindergartens in this study have adequate music equipment and it is used. This seems to be true for other countries as well, for example, United Stated of America (Malin, 1993; Palmer, 1993; Wenerd, 1989).
There are two main reasons that kindergartens would supply the music equipment to the teachers. First, the education policy in
Taiwan demands that kindergartens should provide music activities;
second, in order to recruit the new students, most kindergartens supply music equipment as much as they can, especially in private kindergartens. In addition, most Taiwanese kindergarten teachers ask their kindergarten to provide musical equipment because they understand that music activities are important for child development.
This study found that the kindergarten teachers devoted time to music an average of 10 to 15 minutes every day in their classrooms.
Singing activities were the most frequently, at least 86% once a week.
The results indicate that kindergarten teachers need singing ability to support their teaching.
These results are similar to those of Wenerd (1989) who reported in her study of American kindergartens that the six musical experiences provided, in order were: singing, movement, listening, instrumental activity, improvisation of melodies, and sound exploration. Singing was the most frequent by provided activity. A curriculum design for kindergarten teachers might explore ways of providing future teachers with singing courses in order to help them discover ways to utilize singing in their teaching (Malin, 1993).
Other music activities besides singing, which were listed in questionnaire, were also provided by most kindergartens in this study.
Teachers reported that they frequently provide different music activities, and some teachers provide music experiences different from traditional music activities, e. g., Orff games. Tzai and Lin (1987) state that kindergarten teachers now provide diverse music activities much more than they did in the last few decades. This may imply that kindergarten teachers have had a good training program; therefore, they know how to lead music activities and they would likely provide music activities that are different from those that have been used in previous decades. Another reason for this variety of music experience is that the majority of Taiwanese kindergartens meet for the whole day and have an open curriculum (Ruan & Lee, 1993). Since there is no prescribed kindergarten curriculum in Taiwan, the teachers
have to create their own. Thus, many kinds of music activities are developed for children (Chen, 1997).
Another finding in this study is that most of the kindergarten teachers surveyed agree that music motivates children to learn about concepts/facts in other subjects. Therefore, courses integrating music instruction and activities into other subject areas may be more appropriate and thus useful to kindergarten teachers (Kelly, 1998) to help them learn to lead and teach songs. Kindergarten teachers need to know more of variety of music activities that they can employ in their classrooms.
Music plays an important role in early childhood education. Of the 12 questions in the questionnaire regarding the role of music in child development and classroom management, over 90% of the respondents reported that they agree that music plays a role in these areas. It seems that these teachers see music as a valuable learning tool in early childhood education. Many music experts, e.g., Dalcroze (cited in Carder, 1990), Orff ( cited in Carder, 1990), and Gardner (1983), agree that music experience for children is very important (Mark, 1996). Experts in child development, e.g., Piaget ( cited in Dolber, 1978) and Suzuki (1983) have also noted the importance of music experiences for young children for child’s cognitive and language development. In her research, Malin (1993) pointed out that music is important for the complete development of the child, which is the most important reason to include music in the class.
The findings in this study and the research of other music experts imply that frequent and clear examples of music learning should be provided to prepare kindergarten teachers to fulfill these expectations.
In Taiwan, most parents are aware that music is truly important for child development. This belief about music is often used in Taiwan for commercial advertisement, such as “child who learns music would be a good man.” Most parents believe this saying; therefore, they would support the teacher providing regular music experience in the
kindergarten classroom.
Teachers in this study also cited that music motivates the children to learn about concepts and facts in other subjects, that children have a right to learn about music, and that music is a form of recreation.
The findings of this study suggest that preparation for the kindergarten teacher should continue to provide them with teaching strategies and materials which integrate other subjects with music. Regarding the right of children to learn about music, there should be collaboration between music education professors and early childhood education professors in the design of special programs (Kelly, 1998). This is evident in Taiwan where all Teachers Colleges’ professors and educators should consider this issue, and redesign a new curriculum (Lin, 1993). However, there may be too much emphasis on the educational benefits of music for children. Thus Aronoff (1988) and others suggest a balance between education and fun, where music activities created for young children are an experience of pleasure, joy, and creativity. Further, in Taiwan, the goals of kindergarten education ask teachers to help children develop their intimate relationships with others, encourage them to develop a cooperative personality (Ministry of Education, 1975).
The kindergarten teachers in this study exhibit a high level of confidence in teaching music and they enjoy music with their children.
Ninety five percent of teachers in this study enjoy using music with their children, and 70% feel they have confidence in their abilities to teaching music. Compared with other research, Jeanneret (1997), for example, this study showed that kindergarten teachers in South Taiwan have more confidence than other teachers, for example, in Austrian, England, Canada, and United State America. This may imply that Taiwanese teachers feel that teaching music is a regular responsibility, so they enjoy providing music activities. However, since 26% of the teachers lacked confidence in teaching music, this might imply that these teachers feel they do not have a choice since music activities are a required part of the curriculum in kindergarten in Taiwan.
This finding could suggest that preservice kindergarten training programs should provide education designed to develop a limited number of skills and concepts more thoroughly while helping those preservice teachers develop their abilities to use music experience combined with other subjects or activities (Tzai & Lin, 1987).
Actually, the current kindergarten curriculum guidelines and goals in Taiwan, which were published in 1987, state that the curriculum should help develop a sound personality in young children and help develop abilities of expression and concentration, good conduct, and social behavior (Tzai & Lin, 1987; Lu, 1983). These goals of curriculum are supported extensively by the result of Orff, Kodaly, and Dalcroze, who have stated that music activity is a part of many kinds of diverse activities in kindergarten. (cited in Carder, 1990)
The older the student teacher taught, the higher the score of role of music should have in kindergarten, according to the teachers in the study. Teachers in public kindergarten had a higher score in this area than teachers in private kindergarten. Statistically significant correlations were found between some of variables. However, only two independent variables, student’s age and kindergarten status have significant correlation between the role of music. This means that these two factors significantly affected the teachers’ attitudes about providing music experiences in the kindergarten classroom. A multiple regression found that the teachers in public kindergarten had higher score on the role of music in kindergarten than the teachers in private kindergarten. Multiple regression also found that the older the children taught, the higher the score on role of music score among the kindergarten teachers. However, this may be related to the fact that in Taiwan, the public kindergartens only accept 4 and 5 year-old-children, whereas the private kindergartens accept younger children, including 3, 4, and 5 year old. Another reason this score was higher in the study is that the number of private kindergarten teachers is greater than those teaching public kindergarten, which was reflected in the make-up of the survey participants.
In addition, generally, 84% of the teachers agreed or strongly agree that they have confidence in their ability to provide music in their classrooms.
This study attempted to provide an accurate description of musical experiences offered by selected Taiwanese kindergarten teachers, more specially to examine the kinds of music experiences provided and the teachers’ attitudes toward the use of music activities in their kindergarten classrooms. According to the literature, areas of concern regarding kindergarten music education include the value of music for children, positive music attitudes, music experiences provided, and Taiwanese kindergarten music education.
The conclusions from this study are based on the investigator’s criteria : (1) music experiences play a role in children’s development;
(2) Taiwanese educators and administrators should be aware of the findings of this study; (3) the findings of the study could contribute to the Taiwanese kindergarten music education; (4) kindergarten music experiences may not be adequate to insure musical growth of the next generation.
Most music experts, kindergarten teachers, and parents believe that music is a valuable tool for helping children develop their diverse abilities. This study attempted to provide an accurate description of musical experiences provided by kindergarten teachers. Music experts, educators, parents, and administrators should evaluate these finding and ask (1) are these music experience adequate and appropriate for the present kindergarten children?” (2) are these kindergarten music experiences adequate to insure musical growth of the next generation?” and (3) should the preparation courses for kindergarten teacher be re-designed to enable future teacher to have more confidence to lead appropriate music experiences?”
Significant multiple regression found teachers who had attended an inservice conference on music had more positive attitudes toward teaching music. Teachers who had taught older students had higher score on the role of music, and teachers who took music teaching
method course had more confidence in providing music experiences to children in their kindergarten classrooms. The results of this study support the nation that the teachers preparation program is valuable for providing kindergarten teacher the skills they need for using music in the classroom. Educators and administrators should know that the more effective a teacher preparation program they provide, the better teachers they will have. If preservice teachers learn more music courses, they will have more confidence for providing music in their kindergarten classrooms.
An extension of the present study is required that should include similar subjects but from a more diverse geographic area (e.g., central or northern Taiwan), which would further ascertain kindergarten teachers’ attitudes toward using music experience in their teaching.
Since extending the study to other areas of Taiwan would include other colleges and kindergartens, it would provide teacher education professors and administrators with more data.
In addition, more studies are needed that investigate music experiences in elementary school in order to identify the differences in music experience between kindergarten and elementary levels. These studies might examine what kind of experiences needed in kindergarten and elementary school, and what kinds of music experiences those are not appropriate for the kindergarten, and elementary school children.
Furthermore, a study and evaluation should be conducted on the existing series of teacher college training courses dealing with the methods of music teaching for preservice kindergarten teachers in Taiwan as well. These evaluations might examine which courses are appropriate and which courses are needed to further kindergarten teachers’ preparation to teach music.
Moreover, a study should also investigate the kinds of music understanding and skills which kindergarten teachers need for teaching kindergarten in Taiwan. These studies should focus on musical understanding and skills regarding music teaching method. An historical study that systematically examines how music experience has
developed in kindergarten in the past until the present would also be very valuable.
In sum, the Taiwanese kindergarten teachers surveyed in the Pingtung and Kaohsiung regions generally believe that providing music experience in their classrooms is important and use a variety of music activities with. However, they could use more training for music education. Thus, as more and more children attend kindergartens in Taiwan, it is important to develop the preservice kindergarten teachers’ music education at the teachers college in Taiwan so that music appreciation and expression is well provided to young Taiwanese children.
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Appendix (Questionnaire)
The Kindergarten Teachers’ Musical Experience and Attitude Survey
Directions: This questionnaire has been designed to gather information about music in kindergarten classes. Please take a few minutes and choose the best answer for each question and write the number of your choice in the bracket in front of each question. Please feel free to add comments at any point in which written choices do not fully describe your situation. Many thanks for your help.
Part One: Pe rsonal Data ___1. How old are you?
(1) under 20 (2) 20-29 (3) 30-39 (4) 40-49 (5) 50 or above ___2. What ages do you teach?
(1) 3 year-olds (2) 4 year-olds (3) 5 year-olds (4) administrator ___3. How many years of teaching experience do you have (includes
this year as a full year)?
(1) 1-2 years (2) 3-5 years (3) 6-10 years (4) 11-20 years (5) more than 20 years
___4.The kindergarten status you teach (1) public kindergarten (2) private
5. Educational background: highest level of education you attained.
____ Levels:(1) High school (2) Junior college (3) Others
____ Degree:(1) High school (major ECE) (2) Junior college(major ECE)(3) Others
6. Have you had any music course in high school or junior college?
(1) yes (2) No
If Yes, please check what course you have had( check all) ____ Piano: Number of year ____
____Singing: Number of year ____
____ Fundamental music: Number of year ____
____ Music teaching method: Number of credit ____
Others_____________ : Number of year ____
7. Have you had any inservice conference about music?
___ (1)Yes (2) No Part Two: Music Expe riences
8. How much time per day do you devote music in your class?
______(1) None
______(2) about 5 minutes ______(3) about 10 minutes ______(4) about 15 minutes ______(5) about 20 minutes ______(6) more than 20 minutes
9. What music equipment do you have and what do you use? available ( V ), not available ( X ); use ( V ), not use ( X ). Please check all that apply.
Available, Used
_____, ______(1) Piano, organ, or keyboard
_____, ______(2) Non-melodic percussion (drums, sand blocks, sticks, etc.)
_____, ______(3) Melodic percussion instruments (xylophones, mallet, tone bells)
_____, ______(4) Recorder
_____, ______(5) Cassette tapes and player _____, ______(6) Guitar
_____, ______(7) CDs and CD player
_____, ______(8) Music videos, VCR, video recorder _____, ______(9) Computer and music games
_____, ______(10) Curriculum guides for kindergarten music (11)other(s)____________________________________________
10. Is there a specific area in your classroom for teaching music?
____ (1) Yes (2) No
11. Does your kindergarten have a large, open area with ample space for creative and structured movement activities able to accommodate the largest group of children taught?
___(1)Yes (2) No
Comments: _________________________________________________
12. Please place an ( v ) in blocks that describe music activities you offer and the
13. List titles of 5 songs you use for singing activities
13. List titles of 5 songs you use for singing activities