A study of diversity and music-making in early childhood: Towards inclusive research and practice

该CDA源于日益增长的需要，以解决在获得艺术和文化活动（包括音乐）在英格兰幼儿（EC）的不平等。存在结构性障碍，使得5岁以下儿童的资助和获得机会不公平。其中包括一个通过为5至16岁儿童提供义务教育来普及音乐的教育系统、一项国家音乐教育计划（教育部，2011年），其中没有为五岁以下儿童提供服务，这些因素损害了英国履行其对联合国《儿童权利公约》的承诺的能力，（0-18岁）有权享有参加文化和艺术活动的平等机会（第31条，《儿童权利公约》，1990年）。MERYC英格兰（幼儿音乐教育者和研究者）旨在阐明高质量的包容性EC音乐实践，强调研究和实践，认识到英国幼儿的社会和文化多样性，使他们成为这个CDA的理想合作伙伴。这这项研究的合作使得通过了解其历史和不同的背景，对英国早期儿童音乐景观进行调查成为可能。从这一文化历史的基础上，它将图表的工作方式，是包容性的概念，那些灌输的祝福感，帕斯卡等。Al（2020）建议现在需要，同时对儿童的文化遗产保持敏感。提供调查结果的说明性例子将提供实用的例子，以帮助形状实践和研究。研究结果将与跨学科网络有关，如国际幼儿音乐，艺术和教育网络;幼儿网络;社区音乐组织;社会参与的从业者;早期教育组织;非正式音乐项目的资助者;当地文化教育伙伴关系;音乐学家;人类学家和民族音乐学家

This CDA arises from a growing need to address the inequity in access to arts and cultural activities(including music) for early childhood (EC) in England. There are structural barriers that make fundingand access for the birth to five age group inequitable. These include an educational system whichprovides universal access to music through compulsory education for children from five to 16 years,a National Plan for Music Education (DfE, 2011) which does not make provision for children underfive, and an unregulated early childhood arts education sector.These factors compromise England's capacity to honour its commitment to The United NationsConvention on the Rights of the Child that every child (0-18 years) has the right to equalopportunities to participate in cultural and artistic activities (article 31, UNCRC, 1990).National charity, MERYC England (Music Educators and Researchers of Young Children) aims toarticulate high quality inclusive EC music practices with an emphasis on research and practice thatrecognises social and cultural diversity of early childhood in England making them an ideal partnerfor this CDA.This study's collaboration enables investigation of the early childhood music landscape in Englandthrough understanding its history, and its disparate contexts. From this cultural history basis, itwill chart conceptions of ways of working that are inclusive, those that inculcate a sense of belongingthat Pascal et. Al (2020) suggest is needed now, whilst being sensitive to a child's cultural heritage.Making available illustrative examples of the findings will provide practical examples to help shapepractice and research. The findings will be relevant to interdisciplinary networks such asinternational early childhood music, arts and education networks; early childhood networks;community music organisations; socially engaged practitioners; early education organisations;funders of informal music projects; local cultural education partnerships; musicologists;anthropologists and ethnomusicologists