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IJIEST - Vol. 3 - Issue 1 - January 2021
ISSN 2612-6990
Pages: 21
Equity, diversity and inclusion reflected by early childhood teacher students from a creative listening task
Authors: Kaarina Marjanen
Categories: Journal
Abstract - The application of music at a virtual training program (60 ECTS) according to a professional qualification for a kindergarten teacher in Finland, in 2019-2020, created a ground for the current research. The students were complementing their prior social services qualification, to receive a qualification for an early childhood teacher, with 60 ECTS on early childhood education. This research focused on one of the asset-oriented courses at the curriculum, "Diversity and special nature of early childhood education" (10 ECTS), with the arrow set for a 3 ECTS subsection "Cultural diversity". The goals of the whole course were set for the comprehension of a child's individual needs in multi-professional networks, and for gaining the competences to work among early childhood education, with respect towards the strengths of different kinds of children, families, cultures and views of education. For the purposes of this research, a small music-integrated virtual task (0.5 ECTS) was being observed. The students' tasks were analyzed as research data (N=53). Finally, a holistic view for music in early childhood teaching was created via a bridge to a prior research (Marjanen, 2016) according to the early childhood music teachers' views on their work motivation and comprehension of music in a child's life. A dialogue was created with "The Multisensory Musical Design" -model (MMD, Marjanen, 2021), to close the research. During this interactive task process, high interests towards music integration in early childhood education were shown, pointing out to the same comprehension with the early childhood music teachers.
Keywords: Creative listening, Early childhood, Music integration, Virtual learning, Values
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