Music and Play in Early Childhood Education : Teaching Music in Hong Kong, China and the World

This book provides critical insights into the interplay of sociocultural change and educational practices by elucidating the trajectory of Hong Kong's early childhood music education system. It presents an extensive analysis of postcolonial music education in relation to globalization, westernization, cosmopolitanism, and nationalization. It makes contributions to the theoretical arguments that can be used to interpret the impact of China on the previously Western orientation of education in Hong Kong. This book also explicitly problematizes the theoretical foundations of mandated policies such as play-based learning and moral education in early childhood through music in Hong Kong and across the globe. The analysis of historical context, political influences, and education ideologies in Hong Kong's early childhood education subsystem provides fertile ground for a thorough understanding of the meaning and implications of globalization in education at multiple levels. Many empirical-based discussions in this book reflect the ideologies, trends, and practices of music education globally. Framed by Bandura's social cognitive theory, the empirical studies discussed in the book explore the self-efficacy and practices of education leaders and teachers, reflecting the contemporary challenges of music education. Ultimately, it makes a vital contribution by offering a new conceptual model of music teacher education within a globally resonant framework. Fanny M. Y. Chung is an Assistant Professor in Cultural Management, Faculty of Arts, The Chinese University of Hong Kong. She has published on music and arts education, cultural management, and cultural heritage of traditional Chinese theatre Preface Acknowledgments Contents List of Figures List of Tables 1 Introduction: Globalization of Education Policy, Sociocultural Change, and Education Reform in Early Childhood Music Education Introduction Early Childhood Music Education, Curricula, and Cultural Practices Music Education in the Generalist Classroom: A Global Practice Confucian Tradition, Music, and Education: Toward Social Harmony, Stability, and Unity Nationalization and the Development of National Identity and Patriotism in School Music Education The Introduction of Moral Education into the Curriculum Theoretical Frameworks and Historical Research on PBL Self-Efficacy and Social Cognitive Theories The Organization of the Book, the Research Strategy, and Questions Guiding the Study References 2 The Power of Play in Early Childhood Music Education: From Policy to Practices Introduction Learning Through Play in the Global Age The Elusiveness of Conceptualization Dilemmas of Play: Tensions Between Academic and Developmental Perspectives Cultural Complexities of and Contextual Perspectives on PBL International Studies of PBL Early Childhood Education Globally: Cross-Cultural Studies of Play Synergy Between Inquiry-Based Learning and Play-Based Pedagogy: Ontario, Canada Musical Practices in PBL Prevalent Western Play-Based Models of Music Education in the Twenty-First Century: Dalcroze Eurhythmics, Orff Schulwerk and the Kodály Method Dalcroze Eurhythmics Orff Method Kodály Method Challenges and Criticism Interdisciplinary Play-Based Approach in Early Childhood Music Education: Exemplary Pedagogical Plans Summing Up: Complexity of Learning Process and Interpretation in Musical Play References 3 Teacher Self-Efficacy as a Catalyst: Teacher Beliefs, Teaching Behavior, and Music Education Introduction The Social Psychology of Self-Efficacy: Self-Efficacy Theory Teacher Self-Efficacy as a Powerful Catalyst for Effective Teaching Theoretical and Practical Studies of Self-Efficacy Four Sources of Efficacy Informing Teacher Self-Efficacy Enactive Mastery Experience Vicarious Experience Verbal Persuasion Physiological and Affective States Self-Efficacy Beliefs in Academic Settings: Self-Efficacy and Achievement Behavior Self-Efficacy and Students’ Performance in Academic Subjects Self-Efficacy and Music Competency Teacher Self-Efficacy and Arts Education in Early Childhood Pitfalls and Limits of Self-Efficacy in Relation to Student Behavior and Achievement Summary References 4 Impacts of Music Teacher Education: Developing Generalists’ Self-Efficacy Regarding Teaching Music to Young Children Introduction Music Teacher Education for Generalists in the Global Age Standards of Teaching Competency: Content Knowledge, Pedagogical Competencies, and Attributes Music Teacher Education in Early Childhood in Hong Kong: Reform, Policy, and Challenges Research Study Aim and Research Questions Procedure and Methods Participants Contexts of Study Findings Quantitative Analyses: Impacts of Music Teaching Training on In-Service Teachers’ Self-Efficacy Regarding Teaching Music to Young Children Qualitative Analyses: Impacts of Music Teaching Training on Various Areas of Music Teaching in Early Childhood Discussion and Conclusions References 5 Policy Reforms, Pedagogical Practices, and Challenges in Early Childhood Music Education: Sources of Self-Efficacy Regarding Teaching Music Introduction Historical and Cultural Influences on Music Education in Hong Kong Education Reform in Postcolonial Hong Kong’s Early Childhood Education: From Rote Learning to PBL Challenges for the Development of Hong Kong Early Childhood Music Education Regarding Policy Reform Dilemma Between Policies and Market Forces Teachers’ Music Competencies and Pedagogical Understanding Regarding Implementing the New Curriculum Guide Culturally Relevant Practices in Music Education: Translating Western Pedagogical Models into a Chinese Society Research Study Aim and Research Questions Procedure and Methods Questionnaire Interviews Demographic Information Findings Beliefs and Values Regarding Music and Music Education Teachers’ Levels of Interest in Teaching Different Areas of Music Teachers’ Beliefs and Values Regarding Teaching Music to Young Children Teachers’ Sources of Self-Efficacy Regarding Play-Based Approaches to Music: Mastery Experience, Vicarious Experience, Verbal Persuasion, Physiological and Affective States Mastery Experience Vicarious Experience Verbal Persuasion Physiological and Affective States Discussion and Conclusions References 6 Moral Education Through Musical Play: Conceptions, Practices, and Challenges Introduction Theorizing Moral Development: Development of Moral Values in Early Years Play, Music, and Moral Education Cultural Perspectives of Moral Development and Education Historical Development of Moral Education in Hong Kong Introducing Moral Education to Hong Kong Early Childhood Curriculum Methodological Approach Study Context Participants Interviews Analysis Findings First Research Question Moral Areas to Be Integrated into the Kindergarten Curriculum Importance of Integrating Moral Development in the Earliest Curriculum Music as a Powerful Means to Promote Children’s Moral Development Second Research Question Games and Stories as Major Strategies for Implementing Moral Education Resolution of Conflicts and Law-Abidingness National Identity Development Third Research Question Teachers’ Insufficient Knowledge of Both Moral and Music Education Teachers’ and Parents’ Attitudes Toward Music Education Time Constraints in the Kindergarten Curriculum Low Confidence Level Regarding PBL Among the Teachers Need for Space and Resources for PBL Discussion and Conclusions References 7 Conclusions and Implications: Toward a Conceptual Framework for Music Teacher Education Introduction Dynamics of Interlinking Globalism, Nationalism, Confucianism, and Localism in Early Childhood Music Education What Are the Teacher Competencies Required for Music Education Against the Global Spread of Traveling Reforms in Education? Contemporary Challenges, Prejudices, and Barriers in Early Childhood Music Education Workplace Mentoring Moving Forward: Toward a Conceptual Music Teacher Education Framework Summary References Index