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Abstract

Children from birth to five are generally enthusiastic about music. However, because many early-childhood educators (ECEs) feel that they have insufficient knowledge to foster musical development, music education practices are not equivalent across ECEs. This study aimed to identify and determine the frequency of music activities used by ECEs. In all, 108 French Canadian ECEs (N = 108 women) from mixed areas (urban and rural) participated in the study. All participants completed an online questionnaire addressing their music education practices. The data analysis considered three profiles: 1) ECEs with little musical knowledge, 2) ECEs with good musical knowledge, and 3) ECEs with in-depth musical knowledge. Results showed that all ECEs used a wide variety of music activities. However, use frequency varied according to the level of musical knowledge. Initial training and continuing education programs for ECEs should be improved in order to enhance music education for young children.

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