The State of Early Childhood Music Education in Bachelor Programs in Turkey and Determining the Competencies of ECME Specialists

Yunus Yapalı; Ayşe Çakır İlhan

Makale detayları

The State of Early Childhood Music Education in Bachelor Programs in Turkey and Determining the Competencies of ECME Specialists

Yazarlar:

Yunus Yapalı | Ayşe Çakır İlhan

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Müzik (Diğer) | Okul Öncesi Eğitim

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1201-1228

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319030

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 This study has been prepared with the aim of determining the overall situation regarding the adequacy of early childhood music education ECME in the undergraduate programs of education faculties, specifically in the music, classroom, and preschool teaching departments, as well as in the child development departments of health sciences faculties. The study also aims to identify the knowledge, skills, and competencies that an ECME educator should possess, based on the opinions of instructors and music teachers. The research adopts a qualitative research methodology within the framework of a structured case study. Data were obtained through a literature review and interview technique. The theoretical framework of the research was established by reviewing domestic and international sources, as well as postgraduate studies, using the literature review method. Data obtained from interviews with participants were analyzed based on categorical content analysis. Similar and related data were grouped around specific concepts and themes, and interpreted using a descriptive analysis approach, in line with the sub-objectives of the thesis. Participants in the study express a common belief that graduates do not possess sufficient knowledge and experience in ECME. The perceived inadequacies are attributed to reasons such as the program including only theoretical courses related to ECME, the absence of direct courses specifically for preschool education, the lack of practical application in the courses, the non-specialization of academics in early childhood music education, insufficient course hours, a lack of knowledge on how to apply theoretical information to early childhood, and the program being deemed inadequate due to a limited number of courses. Competencies that an ECME specialist should possess are categorized into general competencies and field-specific competencies.

 This study has been prepared with the aim of determining the overall situation regarding the adequacy of early childhood music education ECME in the undergraduate programs of education faculties, specifically in the music, classroom, and preschool teaching departments, as well as in the child development departments of health sciences faculties. The study also aims to identify the knowledge, skills, and competencies that an ECME educator should possess, based on the opinions of instructors and music teachers. The research adopts a qualitative research methodology within the framework of a structured case study. Data were obtained through a literature review and interview technique. The theoretical framework of the research was established by reviewing domestic and international sources, as well as postgraduate studies, using the literature review method. Data obtained from interviews with participants were analyzed based on categorical content analysis. Similar and related data were grouped around specific concepts and themes, and interpreted using a descriptive analysis approach, in line with the sub-objectives of the thesis. Participants in the study express a common belief that graduates do not possess sufficient knowledge and experience in ECME. The perceived inadequacies are attributed to reasons such as the program including only theoretical courses related to ECME, the absence of direct courses specifically for preschool education, the lack of practical application in the courses, the non-specialization of academics in early childhood music education, insufficient course hours, a lack of knowledge on how to apply theoretical information to early childhood, and the program being deemed inadequate due to a limited number of courses. Competencies that an ECME specialist should possess are categorized into general competencies and field-specific competencies.

 This study has been prepared with the aim of determining the overall situation regarding the adequacy of early childhood music education ECME in the undergraduate programs of education faculties, specifically in the music, classroom, and preschool teaching departments, as well as in the child development departments of health sciences faculties. The study also aims to identify the knowledge, skills, and competencies that an ECME educator should possess, based on the opinions of instructors and music teachers. The research adopts a qualitative research methodology within the framework of a structured case study. Data were obtained through a literature review and interview technique. The theoretical framework of the research was established by reviewing domestic and international sources, as well as postgraduate studies, using the literature review method. Data obtained from interviews with participants were analyzed based on categorical content analysis. Similar and related data were grouped around specific concepts and themes, and interpreted using a descriptive analysis approach, in line with the sub-objectives of the thesis. Participants in the study express a common belief that graduates do not possess sufficient knowledge and experience in ECME. The perceived inadequacies are attributed to reasons such as the program including only theoretical courses related to ECME, the absence of direct courses specifically for preschool education, the lack of practical application in the courses, the non-specialization of academics in early childhood music education, insufficient course hours, a lack of knowledge on how to apply theoretical information to early childhood, and the program being deemed inadequate due to a limited number of courses. Competencies that an ECME specialist should possess are categorized into general competencies and field-specific competencies.

 Bu çalışma; öğretim elemanları ve müzik öğretmenlerinin görüşleri doğrultusunda, eğitim fakültelerinin müzik, sınıf ve okul öncesi öğretmenliği lisans programları ile sağlık bilimleri fakültelerinin çocuk gelişimi bölümlerinin Erken Çocukluk Müzik Eğitimi EÇME yeterliğini kazandırmasına ilişkin genel durumunu ve EÇME eğitimcisinin sahip olması gereken bilgi, beceri ve yetkinlikleri belirlemek amacıyla hazırlanmıştır. Bu çalışma, nitel araştırma metodolojisi çerçevesinde yapılandırılan bir durum çalışmasıdır. Veriler literatür taraması ve görüşme tekniği kullanılarak elde edilmiştir. Literatür taraması yöntemi ile yurt içi, yurt dışı kaynaklar ve lisansüstü çalışmalar taranarak araştırmanın kuramsal çerçevesi oluşturulmuştur. Katılımcılarla yapılan görüşmelerden elde edilen veriler kategorisel içerik analizi esas alınarak incelenmiştir. Benzer ve birbiri ile ilişkisi olduğu belirlenen veriler belirli kavramlar ve temalar etrafında bir araya getirilmiş ve yorumlanmış, betimsel analiz yaklaşımı kullanılarak tezin alt amaçları doğrultusunda raporlaştırılmıştır. Katılımcılar lisans mezunlarının EÇME ile ilgili yeterli bilgi ve deneyime sahip olamadan mezun oldukları ortak görüşüne dayanmaktadır. Yetersizlik kanılarını; programın EÇME ye yönelik sadece teorik dersleri içermesi, doğrudan okul öncesine yönelik derslerin olmaması, derslerin uygulamadan yoksun olması, akademisyenlerin erken çocukluk müzik eğitimi uzmanı olmaması, ders saatlerinin yetersizliği, verilen teorik bilgilerin erken çocukluğa nasıl uygulanacağının bilinmemesi, programın yetersiz kaldığı, derslerin sınırlı sayıda olması gibi nedenlere bağladıkları görülmektedir. EÇME alan uzmanının sahip olması gereken yeterlikler ise genel yeterlikler ve alan yeterlikleri olmak üzere iki temada toplanmıştır.

Makale detayları

The State of Early Childhood Music Education in Bachelor Programs in Turkey and Determining the Competencies of ECME Specialists

Yazarlar:

Yunus Yapalı | Ayşe Çakır İlhan

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Müzik (Diğer) | Okul Öncesi Eğitim

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1201-1228

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319030

pISSN:

1303-0493

Early childhood music education

Expert competencies

Music education

Early childhood music education specialist.Erken çocukluk müzik eğitimi

Uzman yeterlikleri

Müzik eğitimi

Erken çocukluk müzik eğitimi uzmanı.

Sayı

Makale detayları

Yazarlar: Yunus Yapalı | Ayşe Çakır İlhan

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Müzik (Diğer) | Okul Öncesi Eğitim

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1201-1228

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001319030

pISSN: 1303-0493

Sayı

Yazarlar:

Yunus Yapalı | Ayşe Çakır İlhan

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Müzik (Diğer) | Okul Öncesi Eğitim

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1201-1228

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319030

pISSN:

1303-0493