Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes

Abstract

Music is ever-present in early childhood but does not feature strongly in the national curriculum framework – The Early Years Learning Framework in Australia or in the intentional practice of educators in early childhood education and care settings. This is mainly due to a lack of knowledge and confidence or self-efficacy to engage musically with the children. Preservice educator training plays a critical role in the development of effective pedagogical skills, knowledge and understanding. This article explored the music education preparation that preservice educators receive in initial training. A content analysis approach was used to review course content of all approved preservice educator programmes in Australia by the Australian Children’s Education & Care Quality Authority. Interviews with tertiary teachers explored content taught. The findings offer rich insight into the extent of music education provided for preservice early childhood educators and implications for the development for future programmes.