Abstract

This study explores the integration of digital tools in early childhood music education in China, focusing on their impact on teaching practices, preschoolers' engagement, and parents' perceptions. The purpose of the research is to assess how digital tools influence educational outcomes and to identify effective strategies for their implementation in early childhood settings. Employing a qualitative approach, the study conducted 27 semi-structured interviews with early childhood educators and parents, analyzing the data through a three-step thematic analysis to identify key themes and patterns. Findings reveal that teachers perceive digital tools as beneficial for enhancing engagement and providing diverse musical resources, though they face challenges such as technical issues and resistance to change. The study also highlights that digital tools positively impact preschoolers' engagement by fostering increased interest and participation, while parental perceptions are mixed, with concerns about screen time and content quality. The originality of this research lies in its focus on early childhood music education within the context of digital tool integration, contributing valuable insights to the field. The study's findings have significant implications for educators, policymakers, and developers, providing recommendations for effective digital tool use and professional development.  

Keywords

References

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