Tuesday, 11 November 2014

Module 3 campus session 10th Nov


I just want to give everyone on module 3 an update about what was discussed in this week’s campus session. Adesola led the session and it was interesting getting a different view point of how to approach your professional inquiry.

The general feeling amongst the group was how do we layout the inquiry? As we were all a little confused about the evaluation and analysis section as they both involve similar topics. Adesola really helped us and said don’t think of the inquiry as sections but as a whole and you’ve got to link it altogether.

She said start by recognising THEMES within your research data e.g. what people have brought up in interviews/questionnaires etc. and use those themes as a catalyst for your inquiry, for example I’m looking at ‘The influence of Music and movement within early years development’ so one of my themes could be ‘Teaching style’ or ‘Environment’ and I would focus on those themes throughout my inquiry when writing up my evaluation and analysis sections and link literature throughout every section. Your literature review doesn’t have to be a section on its own but linked throughout all the sections as it shows you are relating to what you have found out to what people have said or use it to back up your findings. Think of Bridges linking all your sections together so it flows.

Remember when writing your inquiry it has to be in the past tense as your writing is about what you have done and found out, and why you did it, Adesola explained it as: “This can happen, that’s why you did it.” Try not to write narrative but write everything upfront. Adesola helped me make sense of it by relating it to a 70’s detective series where they show the murder at the beginning and then throughout the programme explained how it happened and why? There is also the cake method which is really helpful e.g;

·         What it is and what happened- I’m making cupcakes for 6 people.

·         Inquiry process- The ingredients laid out what you’re going to use.

·         Analysis and findings- Cooking it

·         Critical reflection- Tasting it, how it affects you and others.

We spoke about how to reference different sources of literature and what to include within the bibliography. Chiara told us about a really helpful website that explains how to reference any type of literature the link to the webpage is here:


So if anyone is unsure how to reference some material please have a look.
Artefact
The last part of the campus section we spoke about is the professional artefact. You can’t really do the artefact until you’ve completed your inquiry and have the results and findings as your artefact is a representation of your inquiry and what you learnt. This can be presented in any way, shape and form there is no limit. Try and be creative the word count is just a guideline of importance not a guideline of how many words you have to include. An artefact can be for example;

·         An image

·         Installation

·         Song

·         Performance

·         Workshop

·         Video

·         Map

Above are a few examples don’t limit yourself think out the box. You can present your artefact within your aural presentation, and remember your artefact is to benefit your profession and the people within your professional practice to enjoy and understand.

Lastly I just want to say Adesola and Paula have posted some really helpful information on structuring and understanding your inquiry process please have a look at both their blog pages if you are confused or stuck. The links are below:



 

Saturday, 1 November 2014

Campus Session update... Where am i up to?

I just wanted to update everybody of what went on in the recent campus session, as it might help people with their own professional inquiries.
 
We started the session by taking in turns discussing where we are in the professional inquiry process, this process helped me think out loud and learn from others in how I can develop my inquiry further and improve my research.
 
I'm currently around stage 2 working on stage 3. I feel confident with my professional inquiry title which is:

The Influence of Music and Movement within Early Years child development
The key question that is the focus of my inquiry is:
In what ways can music and movement enhance different aspects of a child's development within early years education?
Working as an early years practitioner my inquiry is based on my everyday professional practice and I will be using research tools that use lots of insider observation as I can watch pupils in how they incorporate music and movement within their continuous play and during learning activities, I have started this process by using a working journal and making notes on events that are key to my inquiry. Recently I have been observing a sports specialist who teaches P.E. to our class and they use lots of movement and actions to help pupils use problem solving skills, team work skills, social skills, gross motor skills which improve co-ordination and balance also listening and attention skills. These skills the pupils learn through movement can help them with their learning within class e.g. problem solving skills, counting in sequence, colour recognition, sitting on the carpet, following instructions etc. 
From observing the sports specialist I've decided to use them for one of my interviewees within my inquiry as this will help me gain a different perspective and maybe discover new research. 
 
Interviews
Looking over the interview questions I've re-modelled them to allow the interviewees to discuss more information and to elaborate on their answers to give me more information that will support my inquiry.  I have currently verbally asked my interviewees their permission to be interviewed and I plan to start carrying them out the first 2wks after 1/2 term. Some will be face to face and some will be via Skype.
 
Literature Review
I've found some interesting sources recently which have made me look into the scientific side of music and movement and how it helps early years development. I still feel I need to get more literature information to help me look at different perspectives which will help me with my inquiry analysis. I've been looking at my school's policy documents on 'Teaching and Learning' and seeing how my inquiry can benefit pupils progress and development within the curriculum and throughout the school.
Plan of action....
  • I need to research more literature that supports my inquiry
  • Start carrying out interviews
  • Continue with working journal
  • Start writing Introduction and evaluation sections of my Inquiry process in order to get feedback from tutor.
Helpful notes I learnt from the campus session...
  • Bibliography- put information of the sources used so someone else could find them and look at the literature/artefact themselves.
  • Literature Review- don't put full article/source within the review just use quotes and extracts then Harvard reference to acknowledge source.
  • Appendix- Put important sections/paragraphs within writing that support your findings/research then remember to put the source details within the bibliography.
  • Writing in paragraphs- 1. Start with an introductory sentence. 2. Key points.                 3. Concluding sentence to writing. Make sure you write with meaning summarise findings and get to the point!.
  • Use the word 'Experience' rather than 'opinion' when looking at your inquiry.
 
 

Problems accessing info on My Unihub

Hey Everyone!

I just want to inform you all in case anybody has had the same problem as me accessing My Unihub. After enrolling on module 3 and wanted to look at the Handbook/Readers for the module 3. I discovered on my Unihub page I had no Programme information including links to reading material etc. Luckily Paula sent the reader and handbook via e-mail so I was able to get started on my inquiry. After contacting the university they advised me to access My Unihub through Mozilla Firefox rather than internet explorer, to my amazement it worked by simply logging on through  Mozilla Firefox all the information was there. So if anybody is having any difficulty like me simply download Mozilla Firefox and your problem will be sorted.

Saturday, 10 May 2014

Critical Reflection on Professional Practitioner Inquiry


Module 2 ‘Professional Practitioner Inquiry’ has been really insightful in looking at my daily professional practice and focussing on an area to develop in order to plan a research inquiry. This process has developed and improved my research skills, networking skills, analysing skills and planning skills. 

The difficulty I had starting this module is, what do I want to do my research inquiry on? I know I wanted to link my past experience as a professional performer with my current professional practice as an Early Years Teaching Assistant and singing teacher. Reflecting on my daily practice and discussing ideas with my SIG groups (fellow teachers and BAPP students) Music and movement were the catalyst to most of my question ideas see Appendix A.

An occurring theme that stood out for me was how music and movement can be linked to Early Years child development. Using my personal experience and knowledge observing pupils aged 4-5years on a daily basis it was clear that music and movement plays a big role within early years practice e.g. during continuous provision, learning activities and carpet time. However, I wanted to find out how does music and movement help a pupils development and progress? Also, in what ways? To help me research this further I used my professional networks and posed some example questions on my created SIG group with fellow BAPP students on Facebook as well as discussing ideas with colleagues at school. It was insightful to get people’s opinions and ideas the most beneficial process for my inquiry was talking to colleagues who work within the early years setting, as they could relate to the inquiry topic better and share their experiences see Appendix B.

Having the support and guidance from my SIG I used the feedback to focus my literature research based on evidence that proves music and movement helps a child’s Early Years development see Appendix B. Using the University library, online sources and schools resources there was plenty of evidence confirming music and movement helps a child’s development. It was interesting looking at a theorists point of view, in particular; Friedrich Froebel (1782-1852). It was intriguing to find out a child participating in music, movement and rhyme activities during Early Years development many years ago to present day encourages pupil progress within many areas of literacy, numeracy, physical development and creativity skills see Appendix C.

After lots of tweaking, re-writing questions I finally decided on an inquiry question that I was happy with;

“In what ways can music and movement enhance different aspects of a child’s development within Early Years?”

Knowing my area of inquiry it was important to research the ethical considerations. Exploring my schools ‘policies’ and ‘code of conduct’ made me aware of ethical elements I need to consider in my chosen research tools see Appendix D. To help me with this I looked at the ‘BERA Ethical Guidelines for Educational Research 2011’ and ‘British Psychological Society Code of Ethics and Conduct 2009’ These established frameworks were great in guiding me through the ethical considerations within my own research inquiry considering confidentiality, integrity, safe practice, permission and  professional code of conduct see Appendix E. An area of the ‘BERA’ framework that helped within my inquiry is ‘respect’. I used this as the basis for my trial interview, being respectful to the participant and appreciating their values and opinions on Early Years practice allowed me to obtain knowledge and draw on their experiences to progress my research inquiry further and enhance my evidence.  

A deeper understanding of the ethical issues enabled me to plan and to arrange a meeting with my Head teacher to present the employer/professional support agreement form to allow me to conduct my research inquiry within the primary school setting. I repeated this process for the participants who took part in my trial interview.

Deciding on research tools, I knew Interviews were the best option for my inquiry. Carrying out a trial interview with a fellow colleague enabled me to obtain beneficial information about my research inquiry. Having the opportunity and permission to interview an experienced Early Years practitioner produced insightful evidence that supported the statement music and movement helps Early Years development. I have to consider interviewing a colleague can produce bias evidence which can benefit my inquiry i.e. the interviewee being comfortable and open with their opinions and thoughts. However, on the other hand I’m only gaining evidence from one educational setting. I have to consider other Early Years practitioners may have different opinions and thoughts on music and movement.

By investigating into how music and movement helps Early Years development, it’s allowed me to discover valuable evidence that will benefit my everyday practice as an Early Years practitioner. However, there are some elements of Early Years practice that don’t benefit from music and movement. I also need to consider the individual that carries out the learning activity involving music and movement. Does an Early Years practitioner with more experience and knowledge of music and movement have more of an impact in carrying out a learning activity? Does this impact on the child’s development?

Overall Module 2 has expanded my knowledge, research skills and emphasised the importance of ethical considerations when conducting a professional research inquiry. It’s shown the importance of using your professional networks to gain evidence and develop ideas and see evidence from another point of view to benefit and expand my inquiry.


Appendix A:
Natalie Martin BlogSpot Task 4A Developing questions for professional inquiry.

 

Appendix B:
Natalie Martin BlogSpot Task 4B/C

 

Appendix C:
Natalie Martin BlogSpot Task 4d Literature Review

 

Appendix D:
Natalie Martin BlogSpot Task 5A Ethics 15th March 2014
Natalie Martin BlogSpot Task 5D Ethics 7th April 2014

 

Appendix E:
BERA Ethical Guidelines for Educational Research 2011
British Psychological Society Code of Ethics and Conduct 2009

 

Sunday, 4 May 2014

Literature Review Task 4d

Being an early years practitioner I have experience and knowledge of the early years curriculum and how music and movement is used in everyday classroom scenarios. However, I wanted to find out what evidence is available in proving that it helps early years development.

A piece of literature that stood out to me is:

‘Bringing the Froebel approach to your early years practice’

by Helen Tovey (2012)

 

Helen Tovey discusses how ‘Froebel’ encouraged mothers to use finger rhymes and songs to stimulate their childs development:

Froebel devised a series of some fifty finger rhymes, action songs and games for mothers and other family members to share with babies and younger children at home. These were published as ‘Mother Songs’…illustrations included sketches to show the appropriate finger and hand movements for the song.’

‘Froebel argued that these were not just trivial amusements to occupy babies but provided key learning together at home as of central importance in his educational approach.’

He explained the positive effect of finger rhymes:

  • ‘Close intimate relationship between mother and child as they shared finger rhymes e.g. child sitting on mother’s lap.’
  • ‘Infants were actively involved through moving their limbs. The finger rhymes focused attention on hands and fingers in particular and helped to strengthen them. The action songs and ring games focused on developing whole-body movements and coordinating movement with others. Froebel argued movement and mind are inextricably linked.’
  • ‘Developing awareness of symbols. The finger rhymes are important in developing children’s awareness of symbolic representation. Fingers, movements or sounds can stand for something else….Gaining fluency in the use of symbols is vital for communicating through a range of symbolic languages such as music, dance, drawing and painting, as well as spoken and written languages.’

Helen Tovey ‘Bringing the Froebel approach to your early years practice’.2012.

 

Below Helen Tovey expresses how ‘Froebel’s theories were ahead of the times and revolutionary. She points out they are similar to modern methods we use today in early years development practice.

‘Froebel’s ideas were way ahead of his time. The idea that mothers were key educators of their children, and that pictures, songs and rhymes enjoyed in a warm, loving relationship on mother’s laps were important educational tools for babies and small children must have been considered revolutionary in the culture and context in which Froebel lived.’

Helen Tovey (2012) Bringing the Froebel approach to your early years practice’

 

Within my inquiry I wanted to find out if music and movement helps a childs development, Helen Tovey points out that rhyming skills can develop reading skills. Also by using finger and nursery rhymes with movement it develops musicality and sense of ‘beat’:

Young children’s awareness of rhyme is a powerful predictor of later success in reading. As research by Goswami has shown, children who have good rhyming skills are much better at making analogies and become better readers than children who have poor rhyming skills (cited in Whitehead 2007).’

Helen Tovey (2012) Bringing the Froebel approach to your early years practice’

 

‘The rhymes and rhythms of many of the traditional finger and nursery rhymes, accompanied by actions of hand clapping, finger tapping, body swaying, or foot stamping, develop an awareness of ‘beat’ and love for the musicality of language which is crucial for the enjoyment of poetry, literature, music and drama.’

Helen Tovey (2012) Bringing the Froebel approach to your early years practice’

 

Helen Tovey also uses a neuroscientist point of view to conclude her findings; she links the importance of movement and music with circuitry of the brain. This scientific point of view argues that music and movement can stimulate the brain to develop other areas of progress e.g. motor skills.

‘Evidence from neuroscience shows the importance of movement, music and dance in building the circuitry of the brain. Finger rhymes and movement games help motor development, and stimulate the senses of balance and space, all of which are needed for such things as reading, writing, riding a bike, and so on (Goddard-Blyth 2011).’

 

 ‘As well as the strong links with literacy, many finger rhymes, action songs and ring games can develop language associated with simple counting- for example, ‘1,2,345, once I caught a fish alive’, or with counting and taking away e.g. ‘Five currant buns’…other songs concentrate on spacial concepts such as up, down, round, in, out, under, far away, and so on….All of these spatial concepts are linked with movements. Mathematical concepts can therefore be emphasised in a meaningful context.’

Helen Tovey (2012) Bringing the Froebel approach to your early years practice’

 

Helen Tovey also points out that music and movement can help social interaction with other people and by using a singing voice in class can be more effective in getting pupils attention than a using a speaking voice.

‘Singing, as Froebel emphasised, creates joyfulness, group cohesion and a sense of community. It can be an important way of reinforcing everyday events and routines, reflecting on things that have happened and calming distressed or anxious children. Regular songs connected with significant routines and times of the day, such as greeting and partying songs are important ways of creating a regular rhythm to the day.’

‘A singing voice attracts children’s attention far more easily than a normal voice and it is often easier to get things done accompanied by a song e.g. ‘this is the way we pick up the blocks, pick up the blocks…’

Helen Tovey (2012) Bringing the Froebel approach to your early years practice’

 

As well as book literature I’ve looked at evidence via online sources, an article that provides research evidence is an Article from:

Early childhood news. Professional resource for teachers and parents

‘Linking Literacy and Movement’

By Rae Pica, Movement Specialist


 

Rae Pica a movement specialist looks at the argument why learning through movement is beneficial for a child’s development and that ‘movement is children’s preferred mode of learning –and that children learn best through active involvement’. The article approach is from a movement specialist point of view and emphasises;

‘Children need to physically experience concepts in order to truly grasp them.

Below is the article:

The Argument for Learning through Movement

By Rae Pico

Research shows that movement is the young child’s preferred mode of learning – and that children learn best through active involvement. For example, prepositions – those little words so critical to language and life – are very much a part of movement experiences.  As children move over, under, around, through, beside, and near objects (e.g., under the slide, through the tunnel, over the balance beam), these words take on greater meaning to them. Olds (1994, p. 33) contends that such spatial orientation is also necessary for letter identification and the orientation of symbols on a page. She writes: “The only difference between a small ‘b’ and a small ‘d,’ for example, both of which are composed of a line and a circle, depends upon orientation, i.e., which side of the circle the line is on.” 

When children speak and listen to one another, as when they invent games on the playground, they’re using and expanding their vocabularies and learning important lessons in communication. When they invent rules for those games (as preschoolers like to do), they further enhance their communication skills.        

When children perform a “slow walk” or “skip lightly,” adjectives and adverbs become much more than abstract concepts. When they are given the opportunity to physically demonstrate such action words as stomp, pounce, stalk, or slither – or descriptive words like smooth, strong, gentle, or enormous – word comprehension is immediate and long-lasting. Even suffixes take on greater relevance when children act out the difference between scared and scary. In all of these instances, the children have heard the word and both felt and seen the meaning. And research tells us that the more senses used in the learning process, the higher the percentage of retention (Fauth, 1990). 

Jensen (2001) labels this kind of hands-on learning implicit – like learning to ride a bike.  At the opposite end of the spectrum is explicit learning – like being told the capital of Peru.  He asks, if you hadn’t ridden a bike in five years, would you still be able to do it?  And if you hadn’t heard the capital of Peru for five years, would you still remember what it was? 

Extrinsic learning may be quicker than learning through physical experiences, but the latter has greater meaning for children and stays with them longer. There are many reasons for this, including the fact that intrinsic learning creates more neural networks in the brain (Jensen, 2001). Another reason may be that it’s simply more fun! 

Carla Hannaford (1995) writes: “We have spent years and resources struggling to teach people to learn, and yet the standardized achievement test scores go down and illiteracy rises.  Could it be that one of the key elements we’ve been missing is simply movement?”

By Rae Pica, Movement Specialist. (Early childhood news. Professional resource for teachers and parents)


 

Another online article that I found on Summons using the Middlesex Library research tools is:

‘The Creative Curriculum for Preschool Children’

By Diane Trister Dodge, Laura J. Colker and Cate Heroman’

Link: Summons Middlesex University Library E-book download.

 

In this article April Kaiser (CCC Teacher) explores the importance of music and movement in the everyday early years setting.  She explains what skills music and movement can help pupil’s development and how teachers can use music and movement to benefit their teaching by touching on her own experiences. This article helps my inquiry as it’s evidence from a teachers point of view:

 

The Importance of Music and Movement

by April Kaiser (CCC Teacher)

 

Children naturally love music! Whether it’s soft and soothing or a lively tune, children feel it both physically and emotionally.

 

Throughout the early years, children are learning to do new things with their bodies. Young children are also learning that movement can communicate messages and represent actions. Young children are able to perform and recognize pantomimed actions such as ironing, stirring, swimming, or playing the piano.

 

Most children usually are quite at home with movement. They begin to learn about the world by acting on objects and people, and they “think with their bodies” well before they think with words. This is why body movement is not only fun for children but also a good opportunity for them to solve problems. When you ask questions that call for verbal responses (“Can you think of some other ways that Pooh could get up to the honey tree?” or “What did we do to make applesauce yesterday?”), some children may have difficulty responding in words. But when questions call for movement (“What are some ways you can think of to get from one side of the mat to the other?”), children aren’t limited by their verbal abilities. Movement problem challenge children in different ways and help teachers/parents learn about the problem solving and creative abilities of less verbal children.

 

Singing or chanting can help make routine activities and transitions, such as gathering children into a circle or group activity, smoother and more enjoyable. And music helps to set a mood. Quiet, soothing music calms and relaxes children, while a lively marching tune rouses them for energetic cleanup time. Music and movement are also social activities that help children feel part of the group.

 

As children grow in their appreciation of the beauty of music and dance, they acquire a gift that will bring them great pleasure. Music brings another dimension of beauty into our lives.

Music and movement benefit a child’s development in many ways.

 

Here are skills that music and movement can help develop:

1. Participating in a group

2. Social skills

3. Express emotions

4. Enhance selfconcept by sharing music and dance of each other’s culture

5. Refine listening skillsnoticing changes in tempo or pitch

6. Awareness of movement and body positions

7. Creativity and imagination

8. Learn new words and concepts

9. Explore cause and effect

10. Develop large motor skills

11. Improve balance, coordination, and rhythm through dance and movement activities

12. Improve small motor skillslearning finger plays and playing musical instruments.

 

Sources: The Creative Curriculum for Preschool Children by Diane Trister Dodge, Laura J.Colker and Cate Hreoman. (Middlesex University Library E-book download.)

 

Having looked and literature research and articles online I looked at information sources within my own work place and evidence I use on a daily basis. The observations I carry out on pupils follow the early years curriculum and within them they have areas that concentrate on reaching music and movement progress targets see examples below:

 
 

Monday, 21 April 2014

Task 6C Award Title

Thinking about what award title to have has been a difficult process for me. Already gaining a Trinity Diploma in Professional Musical Theatre at Italia Conti and working as a professional performer singing, dancing and acting, I have lots of experience and knowledge on this subject, so choosing the follwing title would be a straight forward option :

·         BA Hons Professional Practice (Musical Theatre)

·         BA Hons Professional Practice (Performing Arts)


However, throughout my performing career I have taught singing for many establishes companies and worked within primary schools as a Teaching assistant gaining vast experience teaching pupils from the ages of 3-18 years old. My current professional practice is based working with foundation stage pupils (aged 3-5 yrs) where I have found a true passion to persue a career in teaching.  I wish to use my BA Hons Professional Practice degree to complete a  PGCE/QTS course to enable me to become a fully qualified teacher, if it be in Performing Arts or Early Years.  So, I have thought about creating my own title:

·         BA Hons Professional Practice (Performing Arts & Teaching)

·         BA Hons Professional Practice (Performing Arts & Early Years)

 
However, involving ‘Teaching’ and ‘Early years’ to my award title restricts the possibilities for future opportunities,  if I keep it to just ‘Performing Arts’ its left open to develop all areas of singing, dancing and acting. Also with all my past experience in performing it would be a shame not to credit the years I’ve spent doing it. I have chosen a line of inquiry that link both my passions together and as a final result  I personally feel the best award title for me is:

·         BA Hons Professional Practice (Performing Arts)


Award Title Rationale Draft:

Having gained a Diploma in Professional Musical Theatre and worked professionally as a performer singing, dancing and acting I feel I have lots of knowledge and experience within this field.  Through out my professional career I have always had a passion for teaching. Currently teaching singing to pupils aged 3-18 yrs I use the skills and techniques I have gained from my training and performing experiences to enahnce my teaching style and method.

As well as peforming experience I have worked as a teaching assistant in a variety of educational settings working with pupils aged 3-18 yrs. Within this practice I have gained a true passion in foundation stage teaching.  Following my BA Hons professional Practice degree I wish to persue a PGCE/QTS course to enable me to become a fully qualified teacher if it be within early years or performing arts  as they are both my passion. This title will provide many career opportunities for the future if it be in teaching or performance related.  Within this course my aim is to develop and improve my already established skills within my chosen field using varied and previously unexplored media and techniques, that help me achieve and fulfill future targets within education and employment.

 

Task 6a & b


Looking at Reader 6 and exploring different research tools for inquiry I think a qualitative method is better for my line of inquiry. With my line of inquiry being aimed at a target audience e.g. people who work with early years it’s best to use my contacts such as work colleagues and friends who I have a good relationship with in order to conduct an in depth interview for better results and evidence.

 

Using my everyday professional practice as an early years teaching assistant/singing teacher as a basis for my inquiry allows me to observe pupils I work with closely on a daily basis to notice the effects music and movement have on the pupil’s development, if it be via a learning activity or continuous play. With this participant/insider researcher method I need to be aware of a bias outcome for my inquiry so I need to consider the negatives as well as the positives music and movement have on the effect of a child’s development.

 

The important matter of using my primary school for research evidence is gaining trust and permission from the head teacher and fellow teachers for their co-operation to take part in an interview and the permission to use child development recorded progress data. I arranged a meeting with my Head teacher before carrying out any trial interview for my inquiry to ask her permission to allow teachers to participate. Once I got her permission I asked Emma a reception teacher her permission/consent to take part in my inquiry by signing a consent form. All evidence and data used will be sensitive to the participant and kept confidential especially pupil progress data, pupils names will not be used. If I need any photographic evidence of observational evidence e.g. pupils taking part in a music and movement activity, the Head teacher explained I need parental consent if the images are used outside the school setting and not to use children who are under safeguarding agencies. To overcome this issue I need consider selecting a small group of pupils whose parents wouldn’t mind me allowing their child to participate and create a parental consent form explaining the line of inquiry and to allow their child to participate and be photographed strictly for university purposes.

 

Deciding on the research tools of ‘Interview’ and ‘Observation’ I carried out a trial interview with a fellow colleague/friend whose a reception teacher. I decided to record the interview as an audio as I want to keep the participants identity confidential. The interview was carried out as a semi-structured interview, participant was aware of inquiry topic and given questions so they could prepare informal answers. This method was successful and produced great evidence which supports the inquiry question that music and movement helps early years development, it also opened up new ideas for me to explore and research further to develop my inquiry.

 

Below is a link to the transcript of the trail interview that took place (I have signed consent for using interview answers) :
 
https://drive.google.com/file/d/0B1neTV59axJFbUNmN1MtQVk3c1E/edit?usp=sharing