Music education plays a crucial role in cognitive, emotional, and social development, yet many early childhood educators hesitate to incorporate it into their teaching. This reluctance often stems from limited musical training, low self-confidence, and insufficient support, resulting in fewer meaningful musical experiences—such as movement, listening, performing, improvising, and composing—within early learning environments.

To address this gap, this study investigates the Strategic Informal Approach (SIA), a pedagogical framework grounded in Mitchel Resnick’s (2007) Creative Learning Spiral and guided by Design-Based Research (DbR). The intervention was implemented in a university-based early childhood teacher preparation course and emphasized collaborative music-making and experiential learning to foster both musical and pedagogical development.

The study engaged 12 early childhood preservice teachers over a 13-week period, structured into three iterative design cycles. Each cycle involved phases of planning, implementation, reflection, and redesign. Data were gathered through multiple qualitative sources, including reflective journals, semi-structured interviews, classroom observations, video recordings, and participant-created artifacts. This cyclical structure enabled the instructor-researcher to adapt instruction in real time based on participant feedback and classroom dynamics.

Thematic analysis (Braun & Clarke, 2012) was used to code and synthesize the data, supported by triangulation to ensure depth and credibility. Analysis was guided by three units: (1) preservice teacher learning and reflection, (2) instructor-researcher development, and (3) the evolution of the SIA model in practice.

Findings show that immersive, constructionist music experiences significantly enhanced participants’ confidence, agency, and appreciation for music’s role in holistic child development. Participants engaged in improvisation, peer collaboration, and reflective practice—hallmarks of inclusive and meaningful music education.

This study underscores the potential of iterative, participatory pedagogies to transform teacher preparation. It suggests that with responsive, hands-on environments, preservice educators can be empowered to integrate music with confidence and creativity in early childhood settings.

• Meaningful musical experiences
• Lifelong learning for music educators

Christina Charalambidou is a distinguished music educator with significant contributions to music education both in Cyprus and internationally. In 2024, she completed her PhD in Music Education at the European University Cyprus, focusing her research on Teaching Strategies for Music through Collaborative Informal Learning Practices. Her academic foundation lies in New York City, where she earned her Master’s in Music and Music Education from Teachers College, Columbia University, in 2008, and her Bachelor’s in Music from the Aaron Copland School of Music, Queens College, CUNY, in 2005.

Christina also holds numerous certifications in music teaching, including the IB Certificate in Music and the MIMA Certificate in Music Teaching, which demonstrate her extensive and ongoing education in the field. She has developed a robust research profile with interests in teacher education in music, early childhood music education, and creative practices in music teaching. Her significant articles and presentations at international conferences promote innovative approaches to using music to enhance learning and creativity in children.

Christina has worked as a music educator in various institutions in New York and Cyprus, where she developed curricula and supervised student-teachers during their final teaching practicums, significantly contributing to their professional development. Her professional experience includes teaching at institutions such as the European University Cyprus, the University of Cyprus, and the University of Nicosia, where she led courses on music in early childhood and primary education and the development of creativity through music.

In addition to her academic career, Christina is the founder and director of the "Baby Maestro Cyprus" program, an innovative music program for infants and young children, which has been highly successful in Cyprus since 2011.

Christina has also collaborated with various organizations and NGOs, promoting intercultural exchange and environmental awareness through music and creative arts. She has contributed to numerous projects aimed at raising awareness of environmental issues in the Mediterranean through the arts while fostering collaboration between musicians and educators from diverse cultural communities.

Finally, Christina is the author of educational music books for children, which have been published and widely used by schools and families. Her creative approaches to music teaching have received international recognition, establishing her as a leading figure in the field of music education.