Document Type


Publication Date

Spring 2015

Publication Title

The Mountain Lake Reader: Conversations on the Study and Practice of Music Teaching



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During the last few decades, the music education profession has slowly begun to recognize the impact of music experiences in early childhood. Key publications in the 1970s drew attention to music education for young children (Greenberg 1976, Simons 1978, Zimmerman 1972). Articles focusing on young children's musical development appeared in the 1980s (Hargreaves, 1986; Peery, Peery, & Draper, 1987; Sloboda, 1985; Swanick & Tillman, 1986). MENC (now the NationalAssociation for Music Education-NafME) began to address early childhood music education through "focus days" attached to biennial national conferences and through the establishment of the Early Childhood Special Research Interest Group. Yet in general, the music education profession lags behind other disciplines in recognizing the needs of young children. In this "gap" of recognition, young children remain an underrepresented population in the music. How do we change the perception of young children's musical capabilities and abilities with parents, pre-service teachers, and colleagues?

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