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Looking Back, Looking Forward: A Report on Early Childhood Music Education in Accredited American Preschools

Indiana University-Purdue University Indianapolis, rnardo{at}iupui.edu

Lori A. Custodero

Teachers College, Columbia University, Custodero{at}aol.com

Diane C. Persellin

Trinity University, dpersell{at}trinity.edu

Donna Brink Fox

University of Rochester, rnardo{at}iupui.edu

This investigation is an examination of musical practices, musical preparation of teachers, and music education needs as reported by early childhood professionals in the United States. Quantitative and qualitative data were gathered via a survey mailed to a random sample drawn from the database of preschool centers accredited by the National Association for the Education of Young Children (NAEYC). The survey was based on criteria in the MENC national standards for pre-K music (1994b) and Opportunity-to-Learn Standards-PreK Music (1994a). Returned surveys (n = 293) reflect diversity of teacher preparation in music, how and why music is used in the early childhood curriculum, and what the music education needs are in these centers. Recommendations are offered to those concerned with the music education needs of young children and their teachers.

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