Early Years Music Education Training: Do We Need It? Part 2
Summary
As a result of these half-measures, this poor training provision has ultimately created a situation of unprepared and self-conscious educators who are unable to access the positive benefits of music for their children. Researchers consulted publications from several countries including America, England, China, South Africa, Japan, Canada, Australia, Hong Kong, Ireland and Namibia. As highly motivated people, early years specialists enjoyed practical micro-teaching activities, whether live or video, with opportunities to implement innovative ideas. Professional development was preferred to be held during work hours, including music seminars, workshops and conferences, but were perceived to be less effective as they were not early years specific. While it is true that some children can sing a greater range than the songs listed above, teaching notes gradually gives people the ability to break down complex tunes.
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