Abstract
Much of the knowledge base for the discipline of early childhood education comes from logic and tradition rather than from controlled empirical observation. In the area of children’s music, in particular, tradition and logic appear to have dominated the written suggestions of early childhood educators. For over 90 years writers of textbooks for teachers of young children have been giving reasons for teaching music to children. The great majority of these reasons, while forming a rather fertile field of hypotheses, have seldom been empirically examined.
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Draper, T.W., Gayle, C. (1987). An Analysis of Historical Reasons for Teaching Music to Young Children: Is It the Same Old Song?. In: Peery, J.C., Peery, I.W., Draper, T.W. (eds) Music and Child Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8698-8_11
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