Musical activities in Hong Kong kindergartens: The role of teaching experience

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Abstract

We investigated the provision of musical activities in Hong Kong kindergartens and analysed potential differences among teachers with different levels of teaching experience. Using a self-designed survey, we asked 1,019 teachers how often they conducted 18 specific musical activities. Overall, we found that participants provided considerable music exposure to children. Advanced teachers (more than 15 years' experience) reported conducting more musical activities for children than Beginning teachers (less than 5 years). Principal component analysis revealed the existence of four components: Singing and Transitions (the most frequent); Movement, Technology and Thematic Activities; Sound Production; and Creativity and Self-expression (the least frequent). Teachers with varying teaching experience tend to focus on different musical activities in the classroom. Specifically, Beginning teachers reported to conduct significantly fewer musical creativity activities than Advanced teachers. We conclude that teaching experience is a crucial factor that affects the provision and types of musical activities conducted by kindergarten teachers. Findings May guide subsequent professional development efforts to better prepare kindergarten teachers with different profiles to achieve the learning objectives established in the curriculum framework. Copyright © 2024 Australian Society for Music Education.
Original languageEnglish
Pages (from-to)6-20
JournalAustralian Journal of Music Education
Volume56
Issue number2
Publication statusPublished - Dec 2024

Citation

Ho, Y. L., Bautista, A., & Lee, K. (2024). Musical activities in Hong Kong kindergartens: The role of teaching experience. Australian Journal of Music Education, 56(2), 6-20.

Keywords

  • Early childhood education
  • Musical activities
  • Music pedagogy

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