Design and Implementation of Outdoor Music Learning Environments for a Younger Preschool Class: A Case Study of Educational Practices and Outcomes
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| Title: | Design and Implementation of Outdoor Music Learning Environments for a Younger Preschool Class: A Case Study of Educational Practices and Outcomes |
|---|---|
| Language: | English |
| Authors: | Mei-Ying Liao |
| Source: | Music Education Research. 2026 28(2):251-266. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Outdoor Education, Music Education, Preschool Education, Educational Innovation, Child Development, Program Effectiveness, Environmental Influences, Foreign Countries, Adjustment (to Environment), Space Utilization, Barriers, Coping |
| Geographic Terms: | Taiwan |
| DOI: | 10.1080/14613808.2025.2611226 |
| ISSN: | 1461-3808 1469-9893 |
| Abstract: | This study examined the design and implementation of outdoor music learning environments for preschool children aged 3 to 4 years, focusing on the relationship between environmental adaptability, pedagogical innovation, and children's developmental outcomes. Conducted over 8 months period at a preschool in northern Taiwan, the case study involved two teachers and 30 children, highlighting how outdoor settings can enhance early childhood music education. The teaching practice was divided into three phases -- exploration, development, and maturation -- with each phase featuring music learning environments aligned with specific instructional goals. Environmental setups were adjusted to reflect children's evolving interests and developmental needs. Data collection included semi-structured interviews, documents, and detailed assessments of children's learning outcomes. Findings revealed that a strategic approach in constructing outdoor music environments, starting with integrating familiar themes and simple setups, effectively supported children's progression from basic to advanced musical concepts. This phased development, which included the gradual introduction of complex activities and interdisciplinary connections, significantly enhanced children's musical understanding and engagement. Teachers' ability to adapt and problem-solve in the face of various challenges was crucial to the success of the outdoor music learning environments, highlighting the importance of flexible and adaptive teaching practices in fostering young children's musical development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505751 |
| Database: | ERIC |
| Abstract: | This study examined the design and implementation of outdoor music learning environments for preschool children aged 3 to 4 years, focusing on the relationship between environmental adaptability, pedagogical innovation, and children's developmental outcomes. Conducted over 8 months period at a preschool in northern Taiwan, the case study involved two teachers and 30 children, highlighting how outdoor settings can enhance early childhood music education. The teaching practice was divided into three phases -- exploration, development, and maturation -- with each phase featuring music learning environments aligned with specific instructional goals. Environmental setups were adjusted to reflect children's evolving interests and developmental needs. Data collection included semi-structured interviews, documents, and detailed assessments of children's learning outcomes. Findings revealed that a strategic approach in constructing outdoor music environments, starting with integrating familiar themes and simple setups, effectively supported children's progression from basic to advanced musical concepts. This phased development, which included the gradual introduction of complex activities and interdisciplinary connections, significantly enhanced children's musical understanding and engagement. Teachers' ability to adapt and problem-solve in the face of various challenges was crucial to the success of the outdoor music learning environments, highlighting the importance of flexible and adaptive teaching practices in fostering young children's musical development. |
|---|---|
| ISSN: | 1461-3808 1469-9893 |
| DOI: | 10.1080/14613808.2025.2611226 |
