With the increase of preK programs in public schools, music educators are increasingly more involved in teaching 3- and 4-year-old students. Many music educators find this difficult, as teaching young children requires different—and often unfamiliar—training and experience in child development and appropriate early childhood methodologies. This article will examine fundamental challenges that public school music educators encounter regarding their work within prekindergarten programs, and offer suggestions for alleviating these challenges in order to develop successful early childhood music programs.
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