As an early childhood educator you are the single most important component of your children’s play & learning environment.
What you do – how you structure the environment, what program choices you make, what you value, how you interact with children – sets the tone for all the learning that takes place. And that is equally true for music in early childhood.
But as I said in Part One, many early childhood educators feel less than competent when it comes to music. I’m here to tell you that you ARE competent – but you may not FEEL competent.
So let’s get you feeling competent, because the research shows it’s your confidence that counts not your musical abilities.
Is anybody out there feeling a little less than totally confident about your own ability to provide a vibrant music program in early childhood settings? Worried that you don’t sing well enough or you aren’t a good enough musician? Not sure what a good music program looks like, let alone how to implement one?
I’m betting there are quite a few hands going up out there. Because you are not alone: research shows that music is the single most-feared subject area for educators. More than math, more than science – it’s music that we feel inadequate about.
So if you are one of the people bashfully raising your hand – this five-part series is for you. I’m hoping to take you from:
I can’t to I can!
From fear to fun!
How much fun?
This much fun!
Looks like fun to me!