Music in preschool classrooms in Türkiye: teachers’ practices,perceived competence, and challenges
INTERNATIONAL JOURNAL OF EARLY YEARS EDUCATION, cilt.0, sa.0, ss.1-17, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 0 Sayı: 0
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/09669760.2026.2731093
- Dergi Adı: INTERNATIONAL JOURNAL OF EARLY YEARS EDUCATION
- Derginin Tarandığı İndeksler: Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Scopus, Agricultural & Environmental Science Database, Emerging Sources Citation Index (ESCI), Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), EBSCO Education Source, Psycinfo
- Sayfa Sayıları: ss.1-17
- Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet
Özet
This study examined music practices in preschool classrooms in Türkiye, focusing on teachers’ classroom practices, perceived competence, inclusive adaptations, family involvement, and the challenges encountered during planning and implementation. Using a basic qualitative design, data were generated through interviews with thirty-nine teachers and analyzed using content analysis. The findings indicated that many teachers perceived their undergraduate music education as insufficient for planning and implementing musical activities. Teachers frequently emphasised music's developmental value across cognitive, socioemotional, language, and motor domains, positioning it as a tool for broader educational goals. Although most teachers regularly incorporated music into their classrooms, musical practices were predominantly rhythm-based and shaped by classroom management concerns, available resources, and institutional conditions. Teachers reported limited adaptation strategies for children with special needs, while family involvement was commonly supported through classroom participation and home-based activities. Differences in physical resources and music-related opportunities between public and private institutions were also evident. About half of the teachers considered themselves competent in conducting musical activities, while the rest viewed themselves as partially competent. Recommendations are provided for strengthening music education in preschool teacher preparation, expanding professional development, and improving institutional resources supporting musical experiences in early childhood education.