Kindergarten teachers’ knowledge of and beliefs in the influence of music and movement on children’s self-regulation

Abstract

Growing evidence indicates that early exposure to music and movement (M&M) positively impacts young children’s self-regulation. However, little attention has been paid to what kindergarten teachers know and believe about the relationship between M&M and self-regulation, and even less to how teachers’ background in M&M relates to their knowledge and beliefs. This study investigates these topics using survey data from 306 Hong Kong kindergarten classroom teachers. Descriptive, correlation, and independent sample t-tests were conducted. Most teachers believed they possessed a high level of understanding on the topic, particularly those with M&M background. These participants held stronger beliefs that M&M fosters children’s self-regulation, specifically motor-coordination skills, impulse control, and emotional management. We conclude that kindergarten teachers’ knowledge of, and beliefs in the role of M&M to support children’s self-regulation are influenced by their own M&M background. Indeed, the more M&M activities teachers have been exposed to, the deeper their understandings on how M&M contributes to children’s self-regulatory skills. The main implication is the need to further expose kindergarten teachers to M&M learning experiences, be it formally or informally.