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Schwerpunktbeitrag

Förderung der musikalischen Entwicklung bei Kindern von der Geburt bis zum 5. Lebensjahr

Schnittpunkte von Forschung und Praxis

Published Online:August 29, 2016https://doi.org/10.1026/2191-9186/a000278

Abstract

Zusammenfassung. Dieser Aufsatz dokumentiert aus amerikanischer Perspektive den aktuellen Stand der frühen musikalischen Bildung. Nach einem kurzen historischen Abriss zur frühen musikalischen Bildung in den USA werden anhand einer selektiven Literatursichtung (2010 – 2015) aktuelle Forschungsfelder referiert. Dann werden vier forschungsbasierte Empfehlungen für Bildungsinitiativen und Interventionen in der frühen Kindheit gegeben, die herangezogen werden, um exemplarisch zwei Kooperationen zwischen öffentlichen Institutionen, Universitäten, Geldgebern und Familien zu würdigen (Early-On: Musikalische Spielgruppen für Kinder mit Behinderung oder Entwicklungsverzögerung; Musikalische Nachbarschaften: Klassenräume für Kinder in der Stadt musikalisch bereichern). In der Diskussion plädiert die Autorin für weitere Forschung (Meta-Analysen, Längsschnittstudien), betont die Vorteile von Interdisziplinarität für allgemeine Frühpädagogen (Erzieher) und Musikpädagogen und fordert mehr berufsbegleitende Fortbildungen.


Supporting Children's Musical Development, Birth to Age 5: Intersections of Research and Practice

Abstract. This article documents, from a North American perspective, the current situation regarding early music education. After a brief description of the beginnings of early childhood music education in the US, a selective review of the literature (2015 – 2015) serves to outline current research efforts around the globe. Next, four research-based recommendations for early childhood initiatives and interventions are presented. These are then used to assess two examples of partnerships that brought together community organizations, universities, funding agencies, and families (“Early On: Musical Playgroup for Children with Disabilities or Developmental Delays”; “Musical Neighborhoods: Enriching Musical Classrooms for Urban Children”). In the conclusion the author argues for more research (meta-analyses, longitudinal studies), highlights fruitful benefits of interdisciplinarity for both early childhood educators and music educators, and calls for more in-service programs for these professionals.

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