{"id":{"repo_id":"temple","oai_identifier":"oai:scholarshare.temple.edu:20.500.12613/1211"},"canonical_url":"https://search.dev.ndltd.org/etd/temple/oai:scholarshare.temple.edu:20.500.12613/1211","repository":{"repo_id":"temple","name":"Temple University","base_url":"https://scholarshare.temple.edu/server/oai/request"},"display":{"title":"Webs of Interactions: International Perspectives on Cultural Music Mediation Among Adults and Young Children","abstract":"In this qualitative phenomenological inquiry, I explore how an international group of early childhood music teachers describe creating music-learning environments for young children. As members of the Early Childhood Music Education Commission of the International Society for Music Education, the nine research participants share a common interest in contributing to early childhood music education. I was interested in understanding how members of that group perceived creating music-learning environments for young children. I wondered: What are early childhood music teachers' perceptions of music-learning environments for young children; What shapes their perceptions; and How do early childhood music teachers strive to create an environment conducive for young children's music learning? Using tenets of narrative inquiry, I restory this study as a conversation in a coffee shop. Imagine there's an international early childhood music conference in your town. During a conference break, I walk into your favorite coffee shop. You stand in a long line waiting to order. I walk in and take my place behind you in line, and we begin a conversation about children's music learning. Eventually, colleagues who are attending the conference (i.e., the nine research participants) join us. During our conversation, you and I discuss our experiences with understanding and creating early childhood music-learning environments. Next, we talk with the nine research participants about how they create music-learning environments for young children and I reveal the essence of their shared experience: participants view themselves as cultural music mediators, believing it is their job to mediate music interactions among adults and young children. Finally, you and I discuss implications for parents, early childhood music teachers, early childhood general education teachers, and pre-service music and general education teachers. We talk about ways they can become cultural music mediators, and create webs of music interactions for adults and young children. After reading this study, I invite you to visit my Facebook page, Music-Learning Environments for Young Children, to contribute thoughts and questions.","abstract_html":"In this qualitative phenomenological inquiry, I explore how an international group of early childhood music teachers describe creating music-learning environments for young children. As members of the Early Childhood Music Education Commission of the International Society for Music Education, the nine research participants share a common interest in contributing to early childhood music education. I was interested in understanding how members of that group perceived creating music-learning environments for young children. I wondered: What are early childhood music teachers' perceptions of music-learning environments for young children; What shapes their perceptions; and How do early childhood music teachers strive to create an environment conducive for young children's music learning? Using tenets of narrative inquiry, I restory this study as a conversation in a coffee shop. Imagine there's an international early childhood music conference in your town. During a conference break, I walk into your favorite coffee shop. You stand in a long line waiting to order. I walk in and take my place behind you in line, and we begin a conversation about children's music learning. Eventually, colleagues who are attending the conference (i.e., the nine research participants) join us. During our conversation, you and I discuss our experiences with understanding and creating early childhood music-learning environments. Next, we talk with the nine research participants about how they create music-learning environments for young children and I reveal the essence of their shared experience: participants view themselves as cultural music mediators, believing it is their job to mediate music interactions among adults and young children. Finally, you and I discuss implications for parents, early childhood music teachers, early childhood general education teachers, and pre-service music and general education teachers. We talk about ways they can become cultural music mediators, and create webs of music interactions for adults and young children. After reading this study, I invite you to visit my Facebook page, Music-Learning Environments for Young Children, to contribute thoughts and questions.","abstract_has_math":false,"creators":["Filsinger, Kerry Bradley"],"institution":"Temple University. Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Reynolds, Alison (Alison M.)"],"committee_chairs":[],"committee_members":["Bolton, Beth M.","Zohn, Steven David, 1966-","Latham, Edward David"],"year":2013,"date_issued":"2013","date_published":"2013","updated_at":"2026-07-27T21:20:51Z","subjects":["Education, Music","Education, Early Childhood","Early Childhood","International","Music Environments","Narrative","Phenomenology","Qualitative"],"languages":["eng"],"rights":["IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available."],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["864885945"],"render_values":[{"text":"864885945","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12613/1211","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Reynolds, Alison (Alison M.)"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Bolton, Beth M.","Zohn, Steven David, 1966-","Latham, Edward David"]},{"key":"dc:creator","label":"Author","values":["Filsinger, Kerry Bradley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-10-26T18:25:53Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-10-26T18:25:53Z"]},{"key":"dc:date.issued","label":"Date","values":["2013"]},{"key":"dc:publisher","label":"Institution","values":["Temple University. 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As members of the Early Childhood Music Education Commission of the International Society for Music Education, the nine research participants share a common interest in contributing to early childhood music education. I was interested in understanding how members of that group perceived creating music-learning environments for young children. I wondered: What are early childhood music teachers' perceptions of music-learning environments for young children; What shapes their perceptions; and How do early childhood music teachers strive to create an environment conducive for young children's music learning? Using tenets of narrative inquiry, I restory this study as a conversation in a coffee shop. Imagine there's an international early childhood music conference in your town. During a conference break, I walk into your favorite coffee shop. You stand in a long line waiting to order. I walk in and take my place behind you in line, and we begin a conversation about children's music learning. Eventually, colleagues who are attending the conference (i.e., the nine research participants) join us. During our conversation, you and I discuss our experiences with understanding and creating early childhood music-learning environments. Next, we talk with the nine research participants about how they create music-learning environments for young children and I reveal the essence of their shared experience: participants view themselves as cultural music mediators, believing it is their job to mediate music interactions among adults and young children. Finally, you and I discuss implications for parents, early childhood music teachers, early childhood general education teachers, and pre-service music and general education teachers. We talk about ways they can become cultural music mediators, and create webs of music interactions for adults and young children. After reading this study, I invite you to visit my Facebook page, Music-Learning Environments for Young Children, to contribute thoughts and questions."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph.D."]},{"key":"dc:title","label":"Title","values":["Webs of Interactions: International Perspectives on Cultural Music Mediation Among Adults and Young Children"]}]}],"canonical_facts":{"dc:contributor.advisor":["Reynolds, Alison (Alison M.)"],"dc:contributor.committeemember":["Bolton, Beth M.","Zohn, Steven David, 1966-","Latham, Edward David"],"dc:creator":["Filsinger, Kerry Bradley"],"dc:date.accessioned":["2020-10-26T18:25:53Z"],"dc:date.available":["2020-10-26T18:25:53Z"],"dc:date.issued":["2013"],"dc:description.abstract":["In this qualitative phenomenological inquiry, I explore how an international group of early childhood music teachers describe creating music-learning environments for young children. As members of the Early Childhood Music Education Commission of the International Society for Music Education, the nine research participants share a common interest in contributing to early childhood music education. I was interested in understanding how members of that group perceived creating music-learning environments for young children. I wondered: What are early childhood music teachers' perceptions of music-learning environments for young children; What shapes their perceptions; and How do early childhood music teachers strive to create an environment conducive for young children's music learning? Using tenets of narrative inquiry, I restory this study as a conversation in a coffee shop. Imagine there's an international early childhood music conference in your town. During a conference break, I walk into your favorite coffee shop. You stand in a long line waiting to order. I walk in and take my place behind you in line, and we begin a conversation about children's music learning. Eventually, colleagues who are attending the conference (i.e., the nine research participants) join us. During our conversation, you and I discuss our experiences with understanding and creating early childhood music-learning environments. Next, we talk with the nine research participants about how they create music-learning environments for young children and I reveal the essence of their shared experience: participants view themselves as cultural music mediators, believing it is their job to mediate music interactions among adults and young children. Finally, you and I discuss implications for parents, early childhood music teachers, early childhood general education teachers, and pre-service music and general education teachers. We talk about ways they can become cultural music mediators, and create webs of music interactions for adults and young children. After reading this study, I invite you to visit my Facebook page, Music-Learning Environments for Young Children, to contribute thoughts and questions."],"dc:description.degree":["Ph.D."],"dc:identifier.other":["864885945"],"dc:identifier.uri":["http://hdl.handle.net/20.500.12613/1211"],"dc:language.iso":["eng"],"dc:publisher":["Temple University. Libraries"],"dc:rights":["IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available."],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Education, Music","Education, Early Childhood","Early Childhood","International","Music Environments","Narrative","Phenomenology","Qualitative"],"dc:title":["Webs of Interactions: International Perspectives on Cultural Music Mediation Among Adults and Young Children"],"dc:type":["Text"]},"updated_at":"2026-07-27T21:20:51Z"}