You are my sunshine my only sunshine - current music activities in kindergarten classrooms in Queensland, Australia

Oct 15, 2026

Uploaded by Jasmine

Music in early years classrooms is a key learning area, yet reforms in early childhood education raise questions about how music is positioned in kindergarten settings. This study snapshots music activities in two kindergartens in Queensland, Australia, using a week of observations. Results show music supports daily routines and inquiry-based learning, while teachers play an essential role in building children’s domain-intrinsic musical knowledge.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Introduction

Literature

‘You are my sunshine my only sunshine’: current music activities in kindergarten classrooms in Queensland, Australia Susanne Garvis Griffith University Abstract Music in early years classrooms is an important learning area for young children. Young children need access to hear different genres of music, learn a variety of repertoire, engage in composing and play musical instruments. With the changing reform agenda in early childhood education however, little is known about the way music is positioned in the kindergarten classrooms. Little is known if music is still considered an important foundation for children’s learning. This study provides a snapshot of music activities in two kindergartens in Queensland, Australia. At each of the case sites, music plays an important role in helping the children learn. Findings reveal that music is seen as a foundation for many of the daily routines and an important element of inquiry based-learning in the classroom. The kindergarten teachers are essential in developing the domain-intrinsic knowledge of the children. Findings show the importance of the teacher in helping children learn music in the early years. Key words: early childhood, kindergarten, knowledge Australian Journal of Music Education 2012:1, 14-21 Introduction Music is an important component of early years learning programs. Advocates for arts education have continuously argued the importance of the arts in the early childhood classroom (see Eisner, 2002). The arts offer very young children significant ways of knowing about themselves, others and the world (Wright, 2003). By hearing, playing and composing, children start to develop domain-intrinsic knowledge about music. With recent early years reform throughout Queensland and Australia however, little is known about the way music is positioned with the introduction of the Queensland Kindergarten Learning Guideline (Queensland Government, 2010) and the Early Years Learning Framework (Council of Australian Governments, 2009) in kindergarten classrooms. While arts (which includes music) are an important learning area of young children and is mentioned in the Early Years Learning Framework (2009), literacy and numeracy are the only subjects mentioned in the Queensland Kindergarten Learning Guideline (2010). This study provides a snapshot of music in two kindergartens in Queensland, Australia. Over the space of a week, observations were conducted in two kindergartens to investigate the amount and types of music activities occurring. Findings reveal that both kindergartens embedded a variety of music-making experiences for children throughout the week. Both kindergarten teachers were also interested in building the domain-intrinsic knowledge for music of the young children. Findings show the importance of the teacher in helping children learn music. Literature Music is seen as a natural part of children’s lives and activities. Young children enjoy singing, moving, dancing, creating this own compositionsand engaging with musical instruments. Music is connected to play, with musical activities laying the foundation for learning (Campbell & ScottKassner, 2006) . Music nurturing is important during the early years. The musical nurturing a child receives during the early years can have a marked impact on later success and level of involvement (Feierabend, 1990) and adult attitudes towards music (Temmerman, 1995) . Much research has explored the social issues on learning in music from different theoretical viewpoints. Within this viewpoint distinctions are made between ‘vertical interaction’ (between children/pupils and adult/teacher) and ‘horizontal interaction’ (among peers) (Olsson, 2007) . One social theme centres on children as active participants in their learning in collaboration with adults and other children (Holgersen, 2002). The concept of collaborative learning highlights the key impacts that peer groups, family, teachers and other children

FAQs

What does the study examine about music in kindergarten classrooms?

It investigates how music is positioned in kindergarten classrooms by taking a snapshot of music activities in two kindergartens in Queensland, Australia.

What are the main findings about music’s role in daily learning?

Music is seen as a foundation for many daily routines and an important element of inquiry-based learning, supporting children’s domain-intrinsic musical knowledge.

Why is the kindergarten teacher considered important in the study?

The findings emphasize that teachers are essential for developing children’s domain-intrinsic knowledge in music during the early years and for helping children learn music.

Oct 15, 2026

Uploaded by Jasmine