Policies, Practices, and Promises: Challenges to Early Childhood Music Education in the United States

Autor/in	Persellin, Diane Cummings
Titel	Policies, Practices, and Promises: Challenges to Early Childhood Music Education in the United States
Quelle	In: Arts Education Policy Review, 109 (2007) 2, S.54-61 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
Schlagwörter	Early Childhood Education; Music Education; Federal Legislation; High Stakes Tests; Young Children; Access to Education; Child Care Centers; Educational Policy; Educational Practices; Needs Assessment; United States + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Musikerziehung; Bundesrecht; Frühe Kindheit; Access; Bildung; Zugang; Bildungszugang; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Politics of education; Bildungspolitik; Bildungspraxis; Bedarfsermittlung; USA
Abstract	The United States has achieved nearly universal access to education and has witnessed a phenomenal growth in the number of children who attend child care programs. In addition, researchers and practitioners are making notable advances in the field of early childhood music. Many preschools, however, feel pressure to accelerate learning for young children to prepare them for high-stakes testing in the elementary schools at the expense of early childhood music programs. In this article, the author looks at policies that have impacted early childhood music education practices, examines challenges that No Child Left Behind and other policies present, and presents promising practices and future recommendations for early childhood music. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10