Early childhood music education in four preschool settings: The influence of classroom musical environment, music instruction and home musical environment on young children's developmental music aptitude and music performance competence

The problem was to determine the extent to which four different early childhood education settings, home music environments and socio-economic factors affect student music performance competence and developmental music aptitude. Two preschools from an affluent community and two preschools from an disadvantaged community were randomly chosen for the study. Within both communities two types of preschools were identified: one that offered music instruction with a specialist and one that did not. Eight children were selected to participate in the study: two children from each community received music instruction and two did not. In order to assess the children's music performance competence the researcher developed a set of music performance tasks administered individually to each child. The tasks were modeled on the National Standards for Music issued by the Music Educators National Conference. The tasks required the subjects to sing, play instruments, move to music, verbalize about music, and create short rhythms and melodies. In order to assess the children's developmental music aptitude a standardized test called Primary Measures of Music Audiation was used. Four classroom teachers, four directors and eight parents completed questionnaires and interviews with the investigator to gather the data on music offerings in preschool and home environments. Extensive observations of each preschool were conducted by the researcher. The study findings suggest that heredity and home musical environment may have the strongest influence on the child's musical abilities. The subjects who received music instruction scored significantly higher in the area of music performance and music aptitude. The children from affluent communities outperformed the subjects from the disadvantaged communities. The preschools investigated did not meet the Performance and Opportunity-to-Learn Standards recommended by the National Standards for Music. In most cases the parents, directors, and classroom teachers lacked music skills and training in early childhood music education. Similar research with larger sample of children, preschools, and home settings is highly needed in order to understand the factors influencing preschool children's musical development and to provide both teachers and parents with effective tools and practices for teaching music to young children.