Enhancing Engagement and Early Literacy Through Music: Perspectives from Head Start Teachers

Abstract

Early literacy and engagement are critical outcomes that can be fostered by early childhood educators in their classrooms through intentional implementation of age-appropriate and contextually relevant learning experiences. This study examines the implementation of a music intervention model developed to enhance engagement and early literacy development of young children within inclusive early childhood settings. The intervention, which incorporated daily music activities embedded in a Head Start classroom’s daily routines, was implemented for six months by the classroom teachers. Qualitative data on the children’s actions allowed for an in-depth exploration of the role of music as the mediator for engaging teaching moments that allow learning to evolve as an integral part of children’s routines. Further, the perspectives of Head Start teachers’ on the use of the music as an engaging context to promote engagement and early literacy development were explored. Finally, possible challenges of implementing such a music intervention model in the classroom and the role of music as an asset-building strategy that can meet the educators’ goals and the children’s needs are discussed.

Keywords: music, early literacy, inclusion, preschool, engagement

DOI: 10.7176/JEP/11-14-02

Publication date:May 31^st 2020