Preschool Teachers' Perspectives on Music Corners in Kindergarten: Supporting Children's Informal Music Learning

Informal music learning is growing in popularity among preschool teachers, often favored over formal music education approaches. However, the impact of a learning musical microenvironment within the preschool class focused on informal music learning has not yet been fully explored. This study investigates Greek preschool teachers' opinions on the relationship between a music corner and children's informal music learning and the potential impact on daily preschool practices. Particularly, we examined their views on whether informal ways of learning music take place in music corner and whether they use it to enhance children's music and social skills. Quantitative research was conducted with 318 preschool teachers. A questionnaire, based on the literature review and research questions, was designed and distributed to the participants. Kolmogorov-Smirnov regularity test, Cronbach's alpha reliability test, descriptive statistics and non-parametric tests were also conducted. The findings suggest that preschool teachers recognize music corner as an effective way to emerge children's informal music learning and as a potential support mechanism for their pedagogical practices. Specifically, children express, practice and explore their music-making ideas, co-operate and communicate with their classmates as well as acquire experiences and knowledge during their free play.