The process of learning songs in preschool and early primary education is a complex, multifaceted experience that encompasses musical, pedagogical, and psychosocial aspects of child development. Within the educational setting, singing contributes not only to musical growth but also to children’s holistic development, serving as a powerful tool for socialization, emotional expression, and learning (Hedden, 2012; Theodoridis, 2020; Penteri et al., 2022). In preschool and early school years, song learning is facilitated both by kindergarten teachers and music educators. A key challenge for music educators is to combine their high-level musical knowledge with appropriate pedagogical and instructional skills (Chrysostomou, 2013). Regarding kindergarten teachers, previous studies have highlighted significant gaps in their musical knowledge and skills, while many report low confidence in their singing abilities (Neokleous, 2013; Theodoridis, 2008). This study aims to investigate the views of preschool and music educators on song learning in the classroom. Specifically, it examines: (a) children's attitudes and motivations toward singing, as perceived by educators, (b) the pedagogical and music-educational approaches educators follow, (c) the challenges they face when implementing singing activities, and (d) the frequency and duration of singing use in teaching. The research was conducted using a closed-ended questionnaire. The sample was selected through snowball sampling and consisted of 46 educators (27 kindergarten teachers and 19 music teachers). The data were analyzed using descriptive statistics. The results revealed differences in the practices of the two groups regarding the use of songs. Most kindergarten teachers use singing primarily for entertainment and classroom management purposes, reporting limited confidence in musical practice. In contrast, music educators focus on using singing to develop students’ musical skills while acknowledging the need to enrich their pedagogical knowledge. Although the small sample size limits the generalizability of the findings, the analysis highlights initial trends in how songs are used in preschool education by the two educator groups, as well as key areas that require greater emphasis in initial training and in-service professional development.

• Music and sound education experiences, values, and practices
• Interdisciplinary approaches in music education
• Curricula and critical approaches
• Lifelong learning for music educators
• Music and communities

Tel: 6909282151, Email: epantaz333@gmail.com, efthimiapantaz@gmail.com 

Efthimia Pantazopoulou is a graduate of the Department of Early Childhood Education of the Aristotle University of Thessaloniki and a final-year student of the Master Program "Educational Sciences: Research and Practice in Changing Learning Environments," specializing in "Arts in Education." She has worked as a kindergarten teacher and music educator in private institutions. She is a final-year student of Advanced Theoretical Music Studies, plays the violin, and has been a member of several choirs. For many years, she was part of the Music-Pedagogy Group "Paichnidiatores tou Pyrgou", with which she participated in numerous music-educational performances and events. Additionally, she has attended a variety of music education seminars, as well as workshops on singing and choir teaching. Furthermore, she has organized and participated in music-educational and theatrical performances and workshops in collaboration with the Municipality of Neapoli-Sykies.

Tel. 6944134525, Εmail: ntheodoridis@nured.auth.gr 

Nikos Theodoridis holds a PhD in Music Pedagogy and is a researcher in the field of music education effectiveness, preschool teacher training in music pedagogy, and the organization of music-educational programs for children. He has taught at the Department of Early Childhood Education of Aristotle University of Thessaloniki (A.U.Th.) and the Faculty of Education at the University of Western Macedonia. He has published books with CDs and articles on music pedagogy and has curated music theater performances and interactive educational projects for all ages.He is a founding member of Elate na Paixoume (Come Play), Kroustofono, Paichnidiatores tou Pyrgou (The Playful Tower Keepers), and the Greek Society for Music Education (GSME).