We elaborate on the limited music education (extracurricular, pre-service, and in-service) typically offered to ECE teachers worldwide.
Our first goal is to describe this worrisome reality in depth, based on prior literature.
Most countries fail to sufficiently train teachers to meet the music-related expectations of contemporary ECE curricula, which inevitably affects young children’s learning and development. This position paper aims to raise awareness among educational policymakers, teacher educators, and school leaders around the world about the urgent need to better prepare Early Childhood Education (ECE) teachers in music education. Implications focus on the need for kindergarten stakeholders to address curriculum/practice gaps and further prepare teachers to foster children's musical creativity. We conclude that the QR reports reveal important discrepancies between official curriculum policies and actual classroom practices, which EDB assessors seemed to ignore or overlook. However, activities intended to foster musical creativity and self-expression were seldom mentioned. The most common terms identified in the music-related segments focused on children's development of sensory abilities through music experiences, in relation to singing, rhythm, beat, movement, and instrumental music. MAXQDA was used to conduct word frequency, descriptive, and co-occurrence analyses. A coding scheme was developed using both inductive and deductive approaches. We conducted a content analysis of 164 QR reports to examine the alignment between the music activities alluded to and the curriculum objectives established for music in official policies. Quality Review (QR) reports of kindergartens that pass the assessment are published on EDB's website. In Hong Kong, the Education Bureau (EDB) assesses the quality of services provided to children in local kindergartens.
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