Music programs for young children during the COVID-19 pandemic: Stories from across the world

Music programs for young children during the COVID-19 pandemic: Stories from across the world

The impact of COVID-19 on early childhood education and care: International perspectives, challenges, and responses

• Ilari, Beatriz University of Southern California
• Koops, Lisa Huisman Case Western Reserve University
• Andang'o, Elizabeth Kenyatta University
• Bautista Arellano, Alfredo The Education University of Hong Kong
• Dean, Bronya University of Waikato
• Madalozzo, Vivian Pontifical University of Paraná & Alecrim Dourado
• Madalozzo, Tiago State University of Paraná
• Palmer, Katherine Musical Instrument Museum
• Yi, Gina Wheaton College

• Pattnaik, Jyotsna
• Jalongo, Mary Renck

Cham

Springer

2022

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFA Teaching Objectives, Curriculum & Evaluation

COVID-19 Early Childhood International Perspectives Music Education Young Children

• Hong Kong
• Kenya
• New Zealand
• Brazil
• South Korea
• United States

• 1997.7 onwards

• Pre-Primary Education

The disruptions caused by the COVID-19 pandemic affected education and services geared toward young children and families, including early childhood music programs. While some programs were shut down, others were able to migrate to online formats and outdoor offerings (where allowed). Early childhood music programs are usually collective, with babies and young children often sharing and exploring common spaces, instruments, and props. These programs are also heavily based on singing, a behavior that is celebrated by early childhood specialists for its emotional expressiveness, communicative potential, and relevance for child development. Because the coronavirus can be transmitted via aerosol particles, singing became highly unsafe during the pandemic. Other challenges arose as early childhood music education programs were transferred into new formats, ranging from issues of logistics and access to technology to adherence to everchanging local and national policies, as well as cultural beliefs and behaviors. In this chapter, teachers, researchers, and program directors offer stories of adaptation and resilience in varied early childhood music programs in Kenya, Hong Kong, New Zealand, Brazil, South Korea, and the United States. Accounts are presented first, followed by their juxtaposition, to reveal common themes and implications for early childhood music education in the post-COVID era. Copyright © 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG.

• English

Book Chapters

• 9783030969769

• 10.1007/978-3-030-96977-6_24

https://bibliography.lib.eduhk.hk/bibs/4d842b9c

2022-11-03