Lisa Huisman Koops, Beatriz Ilari, Gina Yi, Katherine Palmer, Tiago Madalozzo, Vivian Madalozzo, Alfredo Bautista, Elizabeth Andang’o
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An Update on Post-COVID-19 Pandemic Early Childhood Music Spaces
In early 2021, early childhood music educators and researchers from six global regions contributed to a book chapter documenting that state of early childhood music education during the early months of the COVID-19 pandemic. Over three years have passed since the onset of the global pandemic. This article represents an update from five of the six authors describing (a) how the pandemic is viewed in their setting as of March 2023, (b) how procedures and offerings have changed since the height of the pandemic, (c) positive or negative changes to early childhood offerings as a result of the pandemic, and (d) broader societal impacts of COVID that may be interrelated with early childhood music instruction. The intent of this article is to document the changes to specific early childhood programs in five global cultures as well as to reflect on the impact of socio-political events and movements on early childhood music education.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field