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date: 25 January 2020

Abstract and Keywords

In 1937, Moorhead and Pond generated the first of their Pillsbury Studies; yet, between their studies and about 1980, the history of early childhood music education qualitative research in the United States lacks subsequent examples. This chapter traces that history up to 2012, alongside the history of the profession’s attention to defining music education for young children, honoring the 75th anniversary of and continued contributions of Moorhead and Pond's research. The chapter offers a survey of qualitative research topics and approaches from a now-abundant repository of examples, as well as contemporary considerations for adult researchers—including ways children perceive them in their role—as they co-construct, document, and disseminate research alongside young children. The chapter closes with suggestions for future researchers, including recommendations to increase efforts to communicate with policymakers about qualitative early childhood music education research findings.

Keywords: early childhood qualitative music research, Reggio Emilia approach, children as researchers, studying young children in context, young children, role of adult in research with young children

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