https://eipublication.com/index.php/eijp <p><strong>Crossref doi - 10.55640/eijp</strong></p> <p><strong>Frequency: 12 issues per Year (Monthly)</strong></p> <p><strong>Areas Covered: Pedagogics</strong></p> <p><strong>Last Submission:- 25th of Every Month</strong></p> en-US <p>Individual articles are published Open Access under the Creative Commons Licence: <a href="https://creativecommons.org/licenses/by/4.0/">CC-BY 4.0</a>.</p> eieditor@eipublication.com (Jenny Michel) eieditor@eipublication.com (Jenny Michel) Mon, 01 Sep 2025 11:02:46 +0000 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 https://eipublication.com/index.php/eijp/article/view/3298 <p>Background: Music education is a cornerstone of holistic early childhood development. With the ubiquitous nature of digital technology, there is immense potential to transform passive music activities into active, creative experiences for preschoolers. However, a significant gap exists between the mere availability of digital tools and their effective pedagogical integration, often due to a lack of targeted teacher training and evidence-based strategies.</p> <p>Aims: This study aimed to (1) identify and evaluate pedagogical strategies for integrating digital tools in early childhood music education; (2) assess the relationship between these strategies and preschoolers' classroom engagement; and (3) examine the role of targeted professional development in enhancing educators' digital competency and confidence.</p> <p>Methods: A mixed-methods study was conducted across multiple preschool centers. Teachers (N=40) and their students (N=412) were assigned to either an experimental group, which received a professional development intervention on integrating digital music tools, or a control group. Data were collected pre- and post-intervention using teacher digital competency surveys, structured classroom observations of student engagement [35], and semi-structured interviews with teachers in the experimental group. Quantitative data were analyzed using inferential statistics, while qualitative data were analyzed via thematic analysis [5].</p> <p>Results: Participation in the professional development program was associated with a statistically significant increase in teachers' digital competency and confidence. Classrooms implementing the new pedagogical strategies showed significantly higher levels of student engagement, collaboration, and creative expression compared to the control group. Qualitative analysis of teacher interviews identified four key themes: the shift in the teacher's role to that of a facilitator, the power of digital tools to make abstract musical concepts concrete, the initial barriers of technostress [16], and the potential for enhanced individualization in learning.</p> <p>Conclusion: Effective technology integration in early childhood music education appears to be contingent not on the tools themselves, but on equipping teachers with a robust framework of pedagogical strategies. The study highlights that targeted professional development is a critical factor related to building teacher confidence and transforming the classroom into a dynamic, engaging, and creative musical environment.</p> Dr. Elena Vance Copyright (c) 2025 Dr. Elena Vance https://creativecommons.org/licenses/by/4.0 https://eipublication.com/index.php/eijp/article/view/3298 Mon, 01 Sep 2025 00:00:00 +0000