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ERIC Number: EJ1141208
Record Type: Journal
Publication Date: 2017-Jun
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1321-103X
Developing Singing Confidence in Early Childhood Teachers Using Acceptance and Commitment Therapy and Group Singing: A Randomized Trial
Swain, Nicola; Bodkin-Allen, Sally
Research Studies in Music Education, v39 n1 p109-120 Jun 2017
Early childhood teachers are often required to sing, which requires confidence. The purpose of the present study was to treat early childhood teachers who self-identified as uncertain singers using either a group singing (GS) approach, or a talking approach, based on Acceptance and Commitment Therapy (ACT). The aim of the study was to increase measures of singing confidence. Forty teachers enrolled in the workshops and were assigned to either ACT or GS. Overall it was found that both ACT and GS resulted in significant improvements in singing confidence. Both interventions were similar on increased confidence measures and the GS outperformed ACT on an overall rating of improvement in self-perceived tone-deafness. We suggest that the interventions had benefits for participants through the group experience itself; that being prepared for music increased their confidence, and that gaining some knowledge of singing techniques led to a sense of empowerment. Implications and future research are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A