DOI: https://doi.org/10.7203/LEEME.49.24249

Music activities in Hong Kong kindergartens: A content analysis of the Quality Review reports


Resumen


In Hong Kong, the Education Bureau (EDB) assesses the quality of services provided to children in local kindergartens. Quality Review (QR) reports of kindergartens that pass the assessment are published on EDB’s website. We conducted a content analysis of 164 QR reports to examine the alignment between the music activities alluded to and the curriculum objectives established for music in official policies. A coding scheme was developed using both inductive and deductive approaches. High inter-reliability was obtained. MAXQDA was used to conduct word frequency, descriptive, and co-occurrence analyses. The most common terms identified in the music-related segments focused on children’s development of sensory abilities through music experiences, in relation to singing, rhythm, beat, movement, and instrumental music. However, activities intended to foster musical creativity and self-expression were seldom mentioned. We conclude that the QR reports reveal important discrepancies between official curriculum policies and actual classroom practices, which EDB assessors seemed to ignore or overlook. Implications focus on the need for kindergarten stakeholders to address curriculum/practice gaps and further prepare teachers to foster children’s musical creativity.


Palabras clave


Early Childhood Education; Music Activities; Preschool Curriculum; Creativity.

Texto completo:

PDF (English)

Referencias


Barrett, M.S., Flynn, L.M. & Welch, G.F. (2018). Music value and participation: An Australian case study of music provision and support in early childhood education. Research Studies in Music Education, 40(2), 226-243. https://doi.org/10.1177/1321103X18773098

Bautista, A., Bull, R., Ng, E.L. & Lee, K. (2021). “That’s just impossible in my kindergarten.” Advocating for ‘glocal’ early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155-174. https://doi.org/10.1177/1478210320956500

Bautista, A. & Ho, Y.-L. (2021). Music and movement teacher professional development: An interview study with Hong Kong kindergarten teachers. Australasian Journal of Early Childhood, 46(3), 276-290. https://doi.org/10.1177/18369391211014759

Bautista, A., Moreno-Núñez, A., Bull, R., Amsah, F. & Koh, S. (2018). Arts-related pedagogies in preschool education: An Asian perspective. Early Childhood Research Quarterly, 45, 277-288. https://doi.org/10.1016/j.ecresq.2017.12.005

Bautista, A., Ng, S.C., Múñez, D. & Bull, R. (2016). Learning areas for holistic education: Kindergarten teachers’ curriculum priorities, professional development needs, and beliefs. International Journal of Child Care and Education Policy, 10(8), 1-18. https://doi.org/10.1186/s40723-016-0024-4

Bautista, A., Yeung, J., McLaren, M.L. & Ilari, B. (2022). Music in early childhood teacher education: Raising awareness of a worrisome reality and proposing strategies to move forward. Arts Education Policy Review, 1-11. https://doi.org/10.1080/10632913.2022.2043969

Boettger, R. & Palmer, L. (2011). Quantitative content analysis: Its use in technical communication. Professional Communication, IEEE Transactions on, 53, 346-357. https://doi.org/10.1109/TPC.2010.2077450

Campbell, D. (2000). The Mozart effect. Avon Books.

Campbell, P. & Scott-Kassner, C. (2019). Music in childhood: From preschool through the elementary grades. Cengage.

Chan, J.W.Y. (2019). A narrative inquiry exploring Hong Kong millennial students' perspectives on parental involvements in their academic trajectories. (Doctoral Dissertation). Northeastern University Library - Digital Repository Service. https://repository.library.northeastern.edu/files/neu:m044c904f/fulltext.pdf

Chan, W. & Leong, S. (2007). Music education and the review of early childhood education in Hong Kong: Professional development needs of early childhood teachers. Asia-Pacific Journal for Arts Education, 5(2), 3-26.

Chen-Hafteck, L. & Mang, E. (2012). Music and language in early childhood development and learning. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199730810.013.0016

Cheung, R. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their Influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 45-51. https://doi.org/10.1177/183693911203700307

Cremades, R., García, D., Lizaso, M.B., Morales, A., Del Olmo, M.J., Román, M. & Susaeta, I. (Eds.). (2017). Didáctica de la música en educación infantil. Ediciones Paraninfo.

Creswell, J.W. (2018). Qualitative inquiry & research design: Choosing among five approaches. Sage Publications.

Curriculum Development Council (2017). Kindergarten education curriculum guide: Joyful learning through play, balanced development all the way. https://www.edb.gov.hk/

Denac, O. (2008). A case study of preschool children’s musical interests at home and at school. Early Childhood Education Journal, 35, 439-444. https://doi.org/10.1007/s10643-007-0205-4

Education Bureau (2017a). Handbook on quality review for kindergartens. https://www.edb.gov.hk/attachment/en/

Education Bureau (2017b). Performance indicators: Kindergartens. https://www.edb.gov.hk/attachment/en/

Education Bureau (2021a). EDB's replies to LegCo members initial written questions in examining the estimates of expenditure 2021-22. https://www.edb.gov.hk/attachment

Education Bureau (2021b). Figures and statistics: Kindergarten education. https://www.edb.gov.hk/attachment/en/about-edb/publication-stat/figures/kg.xlsx

Ehrlin, A. & Tivenius, O. (2017). Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes. International Journal of Music Education, 36(1), 17-33. https://doi.org/10.1177/0255761417689920

Ersoy, Ö. & Dere, Z. (2012). Examining of implementations of early childhood teachers working at preschools in Ankara in music education. Ankara University Journal of Faculty of Educational Sciences, 45(1), 249-268. https://doi.org/10.1501/Egifak_0000001244

Essa, E.L. & Burnham, M.M. (2019). Introduction to early childhood education. SAGE.

Ferrari, L. & Addessi, A.R. (2014). A new way to play music together: The Continuator in the classroom. International Journal of Music Education, 32(2), 171-184. https://doi.org/10.1177/0255761413504706

Garvis, S. (2012). What is going on in early years music planning? A study of early years teachers' weekly plans. Australasian Journal of Early Childhood, 37(2), 122-126. https://doi.org/10.1177/183693911203700216

Gonzalez, M.C. & Tarrés, M.A. (2019). El aula de música como ambiente sonoro de aprendizaje en Educación Infantil. Revista Electrónica de LEEME, 44, 42-62. https://doi.org/10.7203/LEEME.44.15595

Gopinathan, S. & Lee, M. (2018). Excellence and equity in high performing education systems: policy lessons from Singapore and Hong Kong. Infancia y Aprendizaje, 41(2), 203-247. https://doi.org/10.1080/02103702.2018.1434043

Hsieh, H.F. & Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687

Kagan, S.L. (Ed.). (2019). The early advantage: Early childhood systems that lead by example. Teachers College Press.

Lau, M. (2006). Strategies kindergarten teachers use to enhance children's musical creativity : Case studies of three Hong Kong teachers. (Doctoral Dissertation). Queensland University of Technology. https://eprints.qut.edu.au/16357/1/

Lau, M. & Grieshaber, S. (2018). School-based integrated curriculum: An integrated music approach in one Hong Kong kindergarten. British Journal of Music Education, 35(2), 133-152. https://doi.org/10.1017/S0265051717000250

Moravcik, E., Nolte, S. & Feeney, S. (2013). Music curriculum: Creating with heart and voice. In E. Moravcik & S. Nolte (Eds.), Meaningful curriculum for young children (pp.329-361). Pearson.

Nardo, R., Custodero, L., Persellin, D. & Fox, D. (2006). Looking back, looking forward: A report on early childhood music education in accredited American preschools. Journal of Research in Music Education, 54(4). https://doi.org/10.2307/4139751

Pérez-Moreno, J. & Folch, L. R. (2019). Las actividades musicales preferidas de la voz de los propios niños y niñas de cuatro años. Un estudio exploratorio. Revista Electrónica de LEEME, 43, 19-34. https://doi.org/10.7203/LEEME.43.13985

Rajan, R. (2017). Preschool teachers’ use of music in the classroom: A survey of park district preschool programs. Journal of Music Teacher Education, 27(1), 89-102. https://doi.org/10.1177/1057083717716687

Refsum, A. (2007). Action–sound: Developing methods and tools to study music-related body movement. (Doctoral Dissertation). University of Oslo. https://www.duo.uio.no/handle

Rodríguez, J.R. & Álvarez, R.M.V. (2015). The music materials in early childhood education: A descriptive study in Galicia (Spain). International Journal of Music Education, 35(2), 139-153. https://doi.org/10.1177/0255761415619423

Schei, T. & Ødegaard, E. (2020). Musical exploration in everyday practices – Identifying transition points in musicking. In M. Hedegaard & E. Eriksen Ødegaard (Eds.), Children's exploration and cultural formation (pp.159-172). Springer International Publishing. https://doi.org/10.1007/978-3-030-36271-3_10

Siebenaler, D. (2006). Training teachers with little or no music background: Too little, too late? Update: Applications of Research in Music Education, 24(2), 14-22. https://doi.org/10.1177/87551233060240020102

Stolić, J. (2015). The development of preschool children's musical abilities through specific types of musical activities. Research in Pedagogy, 5(2), 31-44. https://doi.org/10.17810/2015.14

Sullivan, P.M. (2016). The effects of music in kindergarten lessons on student engagement and student learning. (Doctoral Dissertation). Northeastern University Library. https://repository.library.northeastern.edu/files/neu%3Acj82ns068/fulltext.pdf

Süner, S. & Ünlü, C. (2013). Musical instruments made by small hands: A multifunctional activity at preschools in Turkey. Procedia - Social and Behavioral Sciences, 93, 1879-1884. https://doi.org/10.1016/j.sbspro.2013.10.133

Torres, E., Narea, M. & Mendive, S. (2022). Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional. Journal for the Study of Education and Development, 45(1), 220-243. https://doi.org/10.1080/02103702.2021.1972699

Van Vreden, M. (2016). Maestro for a moment: A conceptual framework for music integration in Grade R. South African Journal of Childhood Education, 6, 1-10. http://www.scielo.org.za/scielo.php?script

VERBI Software (2019). MAXQDA 2020 [computer software]. Berlin, Germany: VERBI Software. https://maxqda.com

Watts, S.H. (2018). Teaching and learning in context. In World music pedagogy: Early childhood education. Routledge.

Williams, K.E. (2018). Moving to the beat: Using music, rhythm, and movement to enhance self-regulation in early childhood classrooms. International Journal of Early Childhood, 50(1), 85-100. https://doi.org/10.1007/s13158-018-0215-y

Young, S. & Ilari, B. (2019). Music in early childhood: Multi-disciplinary perspectives and inter-disciplinary exchanges. Springer Nature.

Zadnik, K. & Habe, K. (2017). The developmental benefits of early music education: An evaluation study of the two Slovenian projects. In R.V. Nata (Ed.), Progress in Education (Vol. 46, pp.123-144). Nova Science Publishers.


Enlaces refback

  • No hay ningún enlace refback.


Copyright (c) 2022 Yan Lam HO, Alfredo Bautista

La recepción de originales para la sección "ARTÍCULOS" y "DIFUSIÓN DE PUBLICACIONES" está abierta todo el año. La recepción de documentos para la sección "MONOGRÁFICO" está abierta hasta la fecha de cierre de recepción de documentos de cada uno de ellos. Mencione el título del Monográfico al que se dirigen en la cabecera del trabajo.


El envío de documentos para la sección "Difusión de publicaciones" debe realizarse ajustándose a la plantilla que pueden encontrar en la sección de "Envíos" y siguiendo el mismo proceso que para el envío a las secciones "Artículos" y "Monográfico": tutorial de envío.





Licencia Creative Commons
Esta obra está acreditada por una licencia de Reconocimiento 4.0 de Creative Commons.


La recepción de originales para la sección "ARTÍCULOS" y "DIFUSIÓN DE PUBLICACIONES" está abierta todo el año. La recepción de documentos para la sección "MONOGRÁFICO" está abierta hasta la fecha de cierre de recepción de documentos de cada uno de ellos. Mencione el título del Monográfico al que se dirigen en la cabecera del trabajo.


El envío de documentos para la sección "Difusión de publicaciones" debe realizarse ajustándose a la plantilla que pueden encontrar en la sección de "Envíos" y siguiendo el mismo proceso que para el envío a las secciones "Artículos" y "Monográfico": tutorial de envío.