Music Across the Lifespan 1: Early Childhood & Special Education - MUS00081M

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Module summary

This module combines practical facilitation skills with learning theories. It explores current research and practice surrounding teaching music to pupils with complex needs and children in the early years. You will learn how to plan, facilitate and assess effective and inclusive learning activities for these pupils.

Module will run

Occurrence	Teaching period
A	Semester 1 2025-26

Module aims

This module explores current research around how pupils in the earliest stages of musical development, specifically pupils with complex needs and children in the early years, learn and engage with music. You will develop an understanding of the principles of inclusive music education and the social model of disability in relation to teaching disabled learners. Students gain knowledge and experience of developing effective teaching materials, different ways of approaching and facilitating music education in early childhood, critically evaluating and applying AI as a pedagogical tool, and an understanding of professional ethics and concerns; you will also develop reflective skills both verbally and in written form.

Module learning outcomes

On completion of the module you will:

• Understand contexts for teaching pupils in the early years and disabled pupils, and understand professional concerns and obligations

• Recognise how individuals in these early stages of musical development may learn, and apply understanding of learning theories in your own teaching practice in different learning environments

• Understand how to plan, facilitate, and assess effective teaching strategies for pupils in the early stages of musical development and learners with special educational needs and/or disabilities

• Be able to demonstrate understanding of the pupil-teacher-carer relationship for early years and special education contexts

• Understand how to apply technology to enhance learning for pupils in the earliest stages of musical development and in special education contexts

• Critically evaluate and apply AI as a pedagogical tool to enhance inclusive teaching practices in early years and special education contexts

• Demonstrate critical insight into recent research in the subject in written form, demonstrating the ability to critically appraise and convey relevant ideas

• Develop the quality of academic work, for example, through understanding and applying study skills, referencing, structuring, presenting ideas in written form, and critically engaging with AI as a tool for research and writing.

Module content

Module Syllabus (indicative)

• How do we learn?

• Infants’ musical worlds

• Children as little scientists

• Learning from and with others

• Learners with additional needs

• Multisensory learning

• Technology for music learning

• Approaches to supporting early music learning

Indicative assessment

Task	% of module mark
Essay/coursework	100.0

Special assessment rules

None

Indicative reassessment

Task	% of module mark
Essay/coursework	100.0

Module feedback

You will receive written feedback in line with standard University turnaround times.

Indicative reading

Barrett, M. S. (2009). Sounding lives in and through music: A narrative inquiry of the “everyday” musical engagement of a young child. Journal of Early Childhood Research, 7(2), 115–134.

Barrett, M. & Welch, G. (Eds.) (2021). The Oxford Handbook of Early Childhood Music Learning and Development. Oxford University Press

Hargreaves, D., & Lamont, A. (2017). The psychology of musical development. Cambridge University Press.

Huhtinen-Hilden, L., & Pitt, J. (2018). Taking a learner-centred approach to music education: Pedagogical pathways. Routledge.

Illeris, K. (2009). Contemporary theories of learning: Learning theorists in their own words. Routledge.

Jellison, J. (2018). Inclusive music classrooms and programs. In G. McPherson and G. F. Welch (Eds.), Special needs, community music and adult learning: An Oxford handbook of music education (pp. 63–79). Oxford University Press.

Juntunen, M-L. (2021). Ways to enhance embodied learning in Dalcroze-inspired music education. International Journal of Music in Early Childhood, 15(1), 39 - 59.

Malloch, S. & Trevarthen, C. (2009). Communicative musicality: Exploring the basis of human companionship. Oxford University Press.

Ockelford, A. (2008). Music for children and young people with complex needs. Oxford University Press.

Voyajolou, A., & Ockelford, A. (2016). Sounds of Intent in the Early Years: A proposed framework of young children’s musical development. Research Studies in Music Education, 38(1),

Young, S., & Ilari, B. (Eds.)(2020). Music in early childhood: Multidisciplinary perspectives and interdisciplinary exchanges. Springer.