Music beliefs, self-efficacy, and children's agency in multilingual early childhood setting

Music is widely valued in early childhood education and care (ECEC) yet not always enacted in active, participatory ways. In multilingual contexts, where singing is both a pedagogical tool and a vehicle for children's linguistic identity and belonging, the distinction between singing with children and playing music to them matters profoundly. When professionals rely on prerecorded music rather than live, responsive music-making, children become audiences; for multilingual children this means losing one of the few spaces where their voices, languages, and cultures can be heard. This study examined the music beliefs, self-efficacy, and practices of ECEC professionals in Luxembourg – one of Europe’s most linguistically diverse countries and addressed three questions: the professional and linguistic profile of participants, the nature of their music beliefs and self-efficacy, and the factors shaping participatory music engagement. Results revealed a striking participation gap: professionals reported near-universal, high-frequency song use, while more participatory practices – engaging children in conversations, following children’s initiatives, and combining singing with other activities, occurred significantly less often. The study argues that closing the gap between routine singing and genuinely participatory music activities requires targeted, equity-oriented professional development that holds the potential to support children’s agency as its central purpose.