Volume 4,Issue 3
A Study on Percussion Teaching Strategies for Preschool Children Based on Piaget’s Theory of Cognitive Development
The goal of this article is to find a way to teach children in preschool percussion music that meets their needs through conceptualising by using Piaget’s cognitive development model and the symbolic function and egocentric thought of 3–6-year-old children. In doing this, the article specifically identifies a real-world issue in current music teachers’ rhythm lessons not matching with children’s cognitive levels and will offer specific teaching techniques that match children’s cognitive levels. By doing this, the article will provide valuable, targeted academic reference and practical suggestions for preschool music education practitioners to both assist cognitive ability and develop artistic education among preschoolers as they engage in percussion instruction.
[1] Ji M, 2022, Implications of Piaget’s Theory of Cognitive Development for Early Childhood Calligraphy Instruction. Youth Calligraphy, (23): 40–44.
[2] Wu X, 2021, Effective Application of Gamification Strategies in Kindergarten Percussion Activities. Art Critique, (07): 128–130.
[3] Wu Y, 2023, A Study on Strategies for Enhancing Young Children’s Sense of Rhythm Through Percussion Activities. Art Panorama, (08): 39–41.
[4] Lu W, 2019, Practice and Research on Percussion in Promoting Young Children’s Sense of Rhythm: Reflections on Teaching Strategies for Percussion in Preschools. Primary School Composition Guidance (First Half), (10): 7.
[5] Song J, 2018, Research and Practice on Game-Based Teaching in Characteristic Percussion Activities in Preschools. Tianjin Education, (07): 36–37.
[6] Zhang Y, 2017, Analysis of Elementary School Music Classroom Teaching from a Psychological Perspective: Taking Piaget’s Stages of Cognitive Development Theory as an Example. Voice of the Yellow River, (16): 52.