"I'll be a kindergarten teacher and I don't sing well, but it doesn't matter". Analysis of self-concept and use of the singing voice in Early Childhood Education degree students

Abstract

Singing in the classroom is important for children's development and for this to happen teachers must be competent in this activity. This transversal study analyses the use of the singing voice, vocal and emotional self-concept in relation to the context and vocal health of future early childhood education teachers (0-6 years) at three universities. For this purpose, a questionnaire was administered to 240 students (22-45 years; 200 females; 40 males). The results show that only about 30% of the students believe they have a beautiful voice, find it easy to sing in the written pitch and sing in tune and effortlessly. However, those who have a family context where singing is present, not only does their self-concept improve, but also understand that for a teacher it is necessary to sing and sing well, because, among other things, they will be a vocal role model for their students. Although the students perceive themselves to be in good vocal health, this is not what they observe in their internship tutors-mentors, who often use recorded music and present voice alterations. It is concluded that the Early Childhood Education degrees fail to provide enough resources to their students to improve their vocal competence and self-concept.