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Music Teaching in Early Childhood Education I

Code: 104075
Credits: 4
2026/2027
Degree programme Type Course
Early Childhood Education OB 3

Contact lecturer

Name :
Jèssica Perez Moreno
Email :
jessica.perez@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

There are no previous requirements

Objectives

The aim of this subject is to show the importance of music education in early childhood while giving adequate resources and models.

Although emphasising the didactic training, the musical and cultural training of the students will be taken into account as a foundation of a good teacher’s training.

Goals:

-  To develop abilities and knowledge to understand and enjoy music and to use it in the classrooms

-  To acquire criteria on early childhood music education as a foundation of communication and as a basic learning tool

-  To develop resources that ensure different music education learning situations

Learning outcomes

  1. Know the principles and theories of music education in infant schooling.
  2. Acquire knowledge, skills and abilities in the perceptual and interpretative dimension of music to become a good musical model.
  3. Know the basics of the corporal expression curriculum at this stage as well as theories on the acquisition and development of relevant learning.
  4. Recognising the value of song in educating the individual and in the school context.
  5. Critically apply work strategies in order to improve teaching skills.
  6. Using different languages (body, music and audio-visual) to express the learning acquired in the subject.
  7. Design, apply and evaluate a learning sequence that respects the globality and uniqueness of each child.
  8. Recognising the identity of the stage and its cognitive, psychomotor, communicative, social and emotional characteristics.
  9. Express oneself and know how to use different languages ??for educational purposes: corporal, musical, audiovisual.
  10. Understand and analyse activities and teaching resources applied to music education.
  11. Reflecting on musical practices based on observation in order to acquire criteria for teaching work in the stage.
  12. Learn ways to collaborate with other professionals.
  13. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
  14. Propose ways to evaluate projects and actions for improving sustainability.

Contents

1. Music and Education

1.1 Music: social activity and human communication

1.2 Music in relation to social, cultural and educational context, keeping in mind gender's perspective

2. Foundations and musical practice

2.1. Performing songs, nursery rhymes and other sound productions

2.2. Active listening of the environmental sounds and different musical pieces

2.3. Musical creations: exploring, improvising and composing.

2.4. Use of multimodality for music understanding and expression

2.5. Analysis and development of criteria for early childhood music education

3. Early Childhood Music Education

3.1. Music in the early years in a child as a global human being

3.2. Use of music as a communicative tool in 0 to 6 stages.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Masterclass 12 0.48
Musical practice and study time 15 0.6
Seminars 18 0.72
Meetings and other supervised activities 20 0.8
Assignments 35 1.4

 Masterclasses will develop the theoretical themes of the course as well as some big group singing. Seminars will have a more practical and interactive approach.

 

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
2. Oral singing exam (individual) 15% 0 0 2, 4, 9
1. Written exam (individual) 45% 0 0 1, 4, 8, 11
3. Interdisciplinar project (group activity) 40% 0 0 1, 2, 3, 4, 5, 6, 7, 9, 10, 12, 13, 14

To pass the subject it is required to pass each of its parts with a mark of 3 or higher.

People who have vocal problems that prevent them from singing will have 0 in the song part of the oral exam.

Active participation and good attitude during the teaching and learning process are necessary to pass the subject.

To pass the subject it is necessary that the student shows a good communicative competence, orally and in writing, and a correct knowledge on the lingua franca.

Any plagiarism in work submitted will suppose the failure of the course.

In this course, the use of Artificial Intelligence (AI) technologies is not permitted at any stage. Any work that includes AI-generated content will be considered a breach of academic integrity and may result in a partial or total penalty to the activity's grade, or more severe sanctions in serious cases.

The results of the different assingments will be returned at the most in three weeks after handing them out. After this period will be a revision day.

The delivery of the tasks will be:

1) 28th May

2) 28th May

3) 21rst April (61) and 20th April (62)

If you fail activities 1 and 2 with a mark under 3 you can do them again on the 17th June (61) and 15th June (62) and maximum score will be 5.

It is compulsory to attend a concert in UAB Campus. It will be no possible to evaluate someone who does not attend the concert or does not participate in the interdiciplinar project. This subject does not allow a summary test.


SINGLE EVALUATION

Tasks and percentatge of this kind of evaluation are the same as in the regular one. The date to solve all of the tasks is 28th May. Re-evaluation will take place on 17th June (61) and 15th June (62)

Bibliography

Barrett, M. S. & Welch, G. F. (ed). (2023). The Oxford Handbook of Early Childhood Learning and Development in Music. Oxford University Press

Campbell, P. S. (1998). Songs in their heads. Music and its meaning in children’s lives. Oxford University Press.

Casals, A., Fernández-Barros, A., Casals-Balaguer; M., Buj, M. (Coords). Claus de l’educació musical a Catalunya: mirades des de la recerca. Graó.

DeNora, T. (2000). Music in everyday life. Cambridge University Press.

Edo, M., Blanch, S. & Anton, M. (Coord.) (2016). El juego en la primera infancia. Ediciones Octaedro.

Gluschankof, C. & Pérez-Moreno, J. (ed). (2017). La música en educación infantil: investigación y práctica. Dairea Ediciones

Huhtinen-Hildén, L. & Pitt, J. (2018). Taking a Lerrner-Centred Approach to Music Education. Pedagogical Pathways. Routledge

Malagarriga, T. & Martínez, M. [eds] (2010). Tot ho podem expresar amb música. Els nens i nenes de 4 a 7 anys pensen la música, parlen de música, fan música. Dinsic Publicacions musicals.

Malagarriga, T. & Martínez, M. (2006). Els músics més petits (4 anys i 5 anys, 2 vol.). Dinsic Publicacions Musicals.

Malagarriga, T.; Pérez, J.; Ballber, L. & Roca, C. (2011). Tireu confits! Propostes per a fer música amb infants de 0 a 3 anys. Volum I, Els més petits. Amalgama.

Malagarriga, T. & Valls, A. (2003). La audición musical en la Educación Infantil. Propuestas didácticas. Ediciones CEAC.

Malagarriga, T. (2008). Dites i cançons instrumentades per als més petits. Amalgama.

Mc.Pherson, G.E. & Welch, G.F. (2018). Music and Music Education in People's Lives. An Oxford handbook of Music Education,V.1. Oxford University Press

Tafuri, J. (2006).¿Se nace musical? Cómo promover las aptitudes musicales de los niños. Graó.

Upitis, R. (2019). This too is music. Oxford University Press.

Valls, A. & Calmell, C. (2010). La música contemporània catalana a l’escola. Dinsic.

Young, S. (2009). Music 3 – 5. Routledge.

Young, S. (2003). Music with the under-fours. Routledge.

Software

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Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 61 Catalan second semester morning-mixed
(TE) Theory 62 Catalan second semester afternoon
(SEM) Seminars 611 Catalan second semester morning-mixed
(SEM) Seminars 612 Catalan second semester morning-mixed
(SEM) Seminars 613 Catalan second semester morning-mixed
(SEM) Seminars 621 Catalan second semester afternoon
(SEM) Seminars 622 Catalan second semester afternoon
(SEM) Seminars 623 Catalan second semester afternoon