How do Early Childhood Educators’ Preprofessional Music Experiences Shape their Practices with Young Children: An Interpretive Phenomenology Study

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dc.contributor.authorVarga, Veronika
dc.contributor.supervisorGerlach, Alison
dc.date.accessioned2022-08-25T21:03:23Z
dc.date.available2022-08-25T21:03:23Z
dc.date.copyright2022en_US
dc.date.issued2022-08-25
dc.degree.departmentSchool of Child and Youth Careen_US
dc.degree.levelMaster of Applied Science M.A.Sc.en_US
dc.description.abstractMusic activities and free musical play have significant developmental, social, and emotional benefits for young children. Early childhood educators can play an important role in integrating music-related activities into children’s everyday lives. This study explored the music experiences of early childhood educators in British Columbia (BC) before they become educators. Using an interpretive phenomenological approach (IPA), this study sought to address the following research question: How do early childhood educators’ pre-professional music learning and pedagogical experiences influence their use of music in their practices with young children in formalized childcare settings? In this exploratory study, I conducted semi-structured and in-depth interviews with six early childhood educators who had studied early childhood education (ECE) in BC, worked in the Greater Victoria area, and had music-related experiences before and during their post-secondary studies. I identified the following three main themes in the data: (a) Sense of Belonging; (b) Repeating and Performing, and (c) Growing by Doing. These themes highlight further subthemes to present insights into the relationship between early childhood educator participants’ music experiences (before becoming early childhood educators) and their views on and use of music with children in their ECE practice. The findings and their implications based on participants’ shared stories can assist ECE post-secondary programs, BC educational policymakers, as well as future researchers in this area to address and support early childhood educators’ music-related professional experiences.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/14131
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectearly childhood educationen_US
dc.subjectearly childhood educatoren_US
dc.subjectearly childhood educators' music experiencesen_US
dc.subjectmusic in postsecondary early childhood educationen_US
dc.subjectBritish Columbia Early Childhood Educationen_US
dc.subjectPreprofessional music experiencesen_US
dc.titleHow do Early Childhood Educators’ Preprofessional Music Experiences Shape their Practices with Young Children: An Interpretive Phenomenology Studyen_US
dc.typeThesisen_US

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