How do Early Years Practitioners support children’s creativity through music provision?

Leow, A. (2022) How do Early Years Practitioners support children’s creativity through music provision? Undergraduate thesis, University of Chichester.

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Abstract

The aims of this independent project were to investigate practitioners’ views on their knowledge or awareness of Musical Development Matters in the Early Years, explore how practitioners’ practice changes when working with babies compared with children aged 2-3 years old and to discover practitioners’ views of music provision in relation to child development. The chosen methodology was a qualitative approach using focus groups as the method for data collection. Two focus groups were carried out, one with early years practitioners from the setting I am employed and the other involved participants from a few different settings who were also studying towards their undergraduate early childhood degree. The main findings of this research project included highlighting a lack of understanding and knowledge of early years practitioners in knowing what provision could be offered for children relating to music. Additionally, the research found that music was beneficial to a child’s holistic development and helping a child develop in the prime areas of learning stated in the Early Years Foundation Stage (EYFS) (DfE, 2021a). The conclusions found from this study were as follows; the use of music in early childhood should be made more readily available to children and practitioners should be educated more on the importance of music as a curriculum, additionally, further research around the provision early years practitioners could provide for children could beneficial.

Item Type: Thesis (Undergraduate)
Subjects: L Education > LB Theory and practice of education > LB1139 Early childhood education
M Music and Books on Music > M Music
Divisions: Academic Areas > Institute of Education, Social and Life Sciences > Childhood
Student Research > Undergraduate
Depositing User: Michelle Farndell
Date Deposited: 07 Dec 2022 11:57
Last Modified: 07 Dec 2022 11:57
URI: https://eprints.chi.ac.uk/id/eprint/6599

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