Date of Award
1990
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
A study to investigate perceptions and practices of kindergarten teachers regarding the role of music in the curriculum was conducted with 284 kindergarten teachers. The participants were respondents who completed questionnaires from a mailing to a random sample of Indiana kindergarten teachers. The "Kindergarten Teacher's Music Questionnaire" was developed by the researcher. This instrument was reviewed by early childhood specialists and piloted with kindergarten teachers. Statistical analyses included Pearson Product Moment and point biserial correlations. A significant relationship existed between kindergarten teachers' perceptions and practices. The relationships between teachers' practices and preserviceEducation, in-serviceEducation, rating of their singing ability, and understanding of developmentally appropriate practices were significant. There were no significant relationships between kindergarten teachers' practices and their formal music training, certification, music programs guided by music specialists/teachers, and rating of ability to play one instrument. The conclusions based on statistical analysis of the data from this study were: (1) Kindergarten teachers' perceptions regarding the role of music in the curriculum were significantly related to their music practices. (2) Kindergarten teachers' formal music training did not significantly affect their music practices. (3) Undergraduate courses incorporating music experiences with five-year-olds did not significantly affect kindergarten teachers' music practices, whereas those which emphasized whole child development, incorporating music throughout the curriculum, learning music methods, and expanding familiarity and knowledge of children's songs significantly affected kindergarten teachers' music practices. (4) Kindergarten teachers' ratings of their singing abilities were significantly related to music practices, but the ratings of their abilities to play one instrument was not significantly related to their music practices. (5) Kindergarten teachers' understanding of developmentally appropriate practices and attendance at in-service workshops significantly affected music practices. (6) Teacher certification and music programs guided by music teachers/specialists did not significantly affect kindergarten teachers' presentation of music.
Recommended Citation
Moore, Thomas Lewis, "Perceptions And Practices Of Kindergarten Teachers Regarding The Role Of Music In The Kindergarten Curriculum" (1990). All-Inclusive List of Electronic Theses and Dissertations. 839.
https://scholars.indianastate.edu/etds/839