Music value and participation: An Australian case study of music provision and support in Early Childhood Education

Margaret S. Barrett, Libby Maree Flynn, Graham F. Welch

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)


There is a growing body of evidence that early engagement in active music-making impacts beneficially on children’s wider development. Recent research indicates that individual and shared music-making in family settings contributes to positive parenting practices and identity development in young children. Children who participate in shared music-making at age 3 are better prepared for school experiences at age 5. These findings suggest music should be a compulsory requirement in any early childhood programme. This article reports the findings of a case study investigation of the provision of music in an Australian Early Childhood Education Centre. Findings suggest that music provision is best supported when there is a high value for music amongst staff, there is a range of value-added as well as integrated uses of music, and there is sustained music professional development for all staff.

Original languageEnglish
Pages (from-to)226-243
Number of pages18
JournalResearch Studies in Music Education
Issue number2
Publication statusPublished - 2018
Externally publishedYes


  • early childhood education
  • music development
  • music early learning
  • music participation
  • provision

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