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dc.contributor.authorGarvis, Susie
dc.date.accessioned2017-05-03T15:11:23Z
dc.date.available2017-05-03T15:11:23Z
dc.date.issued2012
dc.date.modified2013-07-17T22:00:48Z
dc.identifier.issn18369391
dc.identifier.urihttp://hdl.handle.net/10072/47009
dc.description.abstractArts education is an important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and 3 in Queensland, Australia. Settings took a structured 'curriculum-focused' approach to learning in the early years, which made the exploration of planning important. Our study looked for segments of time devoted to music throughout the week. Content analysis was used to interpret the weekly plans, with three themes emerging: (1) The majority of the weekly plans were dedicated to literacy and numeracy; (2) Little time was devoted to the teaching of music apart from the scheduled 30-minute music lesson with a specialist teacher in some schools; and (3) Of the limited number of weekly plans that featured music, activities were teacher-directed. These results provide insight to the current understanding and value of music education in the early years curriculum. Key messages can be drawn about the importance of professional development, music advocacy in the early years, and curriculum and policy planning.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent78591 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherEarly Childhood Australia Inc.
dc.publisher.placeAustralia
dc.publisher.urihttp://search.informit.com.au/documentSummary;dn=641839570164967;res=IELHSS
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom122
dc.relation.ispartofpageto126
dc.relation.ispartofissue2
dc.relation.ispartofjournalAustralasian Journal of Early Childhood
dc.relation.ispartofvolume37
dc.rights.retentionY
dc.subject.fieldofresearchEarly Childhood Education (excl. Maori)
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode130102
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1701
dc.titleWhat is going on in early years music planning? A study of early years teachers’ weekly plans
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2012 Early Childhood Australia. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2012
gro.hasfulltextFull Text
gro.griffith.authorGarvis, Susie M.


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