ABSTRACT

The purpose of this study was to examine the effects of early childhood teachers’ music pedagogical content knowledge(MPCK), attitudes toward music, and teaching creativity on young children's musical dispositions. A total of 1,564 survey responses were collected from preschool and daycare centers targeting children aged 3 to 5 years and their teachers. The results revealed the following: First, four-year-old children demonstrated higher levels across all subdomains of musical disposition compared to three- and five-year-olds. Additionally, girls showed significantly higher musical interest than boys. Second, among the subdomains of teachers' music pedagogical content knowledge, “knowledge of learners,” the “emotional aspect” of attitudes toward music, and the “cognitive dimension” of teaching creativity were found to significantly influence children’s overall musical dispositions, as well as specific aspects such as musical interest, competence, and volition. Furthermore, “knowledge of learners” and “cognitive teaching creativity” were shown to have a significant effect on children's musical values. These findings suggest that to support the development of musical dispositions in early childhood, teacher education programs—both pre-service and in-service—should incorporate strategies that enhance teachers’ understanding of learners, foster positive attitudes toward music, and cultivate creative teaching approaches.

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