Preferences of Preschool Teachers for Music-Related Activities in Turkey

The purpose of this research is to evaluate the preferences of preschool teachers in Turkey regarding music-related activities. A case study design was used for the research, and the preferences of preschool teachers for music activities, the factors influencing these preferences, and the challenges they face were analyzed in detail. The research sample consists of a total of 18 preschool teachers working in preschool education institutions located in different provinces representing various geographical regions of Turkey during the 2024-2025 academic year. To support the quantitative adequacy of the sample group, the sample size was determined through an a priori power analysis using the G*Power 3.1 program. The interviews were conducted in locations and at times chosen by the participants, ensuring that they were free from distractions and interruptions. A semi-structured interview form developed by the researcher was used as the data collection tool. The data obtained from the research were analyzed using content analysis, one of the qualitative research methods. During the analysis process, coding and thematic mapping procedures were systematically carried out using the MAXQDA 2022 qualitative data analysis software. The data obtained from the study group revealed that teachers view music activities as a pedagogical tool that supports children's multifaceted development. The participating teachers emphasized the importance of music activities, particularly in language development, the development of a sense of rhythm, social interaction, emotional expression, and the support of cognitive processes. According to the relationship analysis between the codes, a high level of simultaneity was observed between the themes "preferred music activities" and "planning and implementation process." The findings indicate that despite preschool teachers' positive attitudes toward music activities, they need supportive elements during the implementation process. Improvements in this area could positively influence both teacher competency and children's developmental gains.