An action research towards the development of music activities in preschool education

This study aims to enhance the planning, implementation, and evaluation processes of music activities within the context of preschool education. To achieve this goal, the study was conducted using an interpretative paradigm and the action research design, which falls under qualitative research methods. The chosen approach was the emancipatory, developmental, and critical model of action research. The focus was on a preschool teacher aiming to improve music activities. The research took place at a kindergarten in a primary school affiliated with the Ministry of National Education in the Seyhan District of Adana province during the 2021-2022 academic year. The teacher was met at least once a week for a total of 23 times over four months. Sixteen action plans, spread across four different action cycles, were executed. Before initiating the actions, semi-structured interviews were conducted to provide information about the research and ascertain the teacher's existing engagement with music activities. Subsequently, the teacher's current level of involvement in music activities was assessed by observing three music activity plans on different days. After identifying the initial situation, the action cycles were initiated to drive the process forward. Each action plan was implemented, monitored through observation, followed by reflective evaluations (interviews between the researcher and the teacher). These evaluations informed the subsequent action plans, outlining objectives. Once objectives were met in each cycle, progression to the next cycles occurred. The four action cycles were: the first, encompassing three action plans themed "varied music activities"; the second, consisting of six action plans focused on "creating plans aligned with the 2013 Preschool Programme"; the third, featuring four action plans exploring "diverse approaches in music activities"; and the fourth, including three action vii plans titled "empowering the teacher!" These plans aimed to assess the teacher's ability to design, execute, and evaluate music activities autonomously. At the study's conclusion, the teacher was re-interviewed using the same pre-action questions, providing a clear perspective on the journey. Data collected before, during, and after the action were evaluated using cognitive and affective domain taxonomies, acknowledging the interdependence of knowledge and attitude. The dataset included interview and observation findings, teacher-prepared plans, researcher diaries, and utilized resources. All data were subjected to content analysis. Upon analyzing the study's outcomes, it was apparent that the teacher's lack of proficiency in planning, executing, and evaluating music activities influenced attitudes. As knowledge and practices improved, so did the teacher's outlook toward music activities. Results indicated that the Preschool Education Programme was perceived as beneficial across various aspects (learning centers, child-centeredness, integrated activities), yet additional support and practical examples were sought. Insufficiency of Turkish resources regarding music activity types (rhythm, auditory perception) and approaches (Dalcroze, Kodaly, Orff) was also noted. Notably, the study found that expertise was not a prerequisite for implementing various activities and approaches; with research and minimal assistance, music activities could be effectively executed. Furthermore, organizing learning centers, including music centers, was deemed achievable with modest effort and cost.