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Abstract

The purpose of this project was to explore young children’s musical behaviors in an informal music class to better facilitate child-centered musical experiences. Through observations and videotapes, the interactions and behaviors of fifteen 3- to 5-year-old children were documented as they engaged in various musical activities during a preschool music class. The 30-minute music classes were held once a week for a period of one year. Through this exploration, and drawing on literature on child-centered philosophies, the author compiles a list of the components requisite for creating and implementing child-centered musical activities for young children. Suggested ideas include singing, playing, movement, and an integration of art and literacy.

Keywords

child-centered children’s literature early childhood listening movement music education singing

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I’ve Got Rhythm! Fostering Child-Centered Musical Activities for Preschoolers

Abstract

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