attitudes of preschool educators toward singing 
as a musical activity in kindergarten
snježana dobrota  
Faculty of Humanities and Social Sciences, University of Split, Croatia
dobrota@ffst.hr 
antonia bogadi
Faculty of Humanities and Social Sciences, University of Split, Croatia
abogadi@ffst.hr
ivana šutić
Josip Hatze Music School, Split, Croatia
giove.sutic@gmail.com
Abstract: The paper explores the influence of years of work experience, professional qual-
ifications, additional music education, engaging in musical activities in leisure time, and 
attending the theatre / classical music concerts on the attitudes of preschool educators 
toward singing as a musical activity in kindergarten. The research was conducted on a 
sample of preschool educators from all Croatian counties (N = 405), using a question-
naire composed of two parts: The General Data Questionnaire and Attitudes Toward Sing-
ing as a Musical Activity in Kindergarten. No differences were found in preschool educa-
tors’ attitudes toward singing with regard to their professional qualifications and years of 
work experience. However, the results confirm the influence of additional music educa-
tion, engaging in musical activities in leisure time, and attending the theatre / classical 
music concerts on preschool educators’ attitudes toward singing as a musical activity in 
kindergarten.
Keywords: musical activities, preschool educator, singing, attitudes.
stališča vzgojiteljev predšolskih otrok do petja kot glasbene 
dejavnosti v vrtcu
Izvleček: V prispevku je raziskan vpliv delovne dobe, dodatnega glasbenega izobraževa-
nja, ukvarjanja z glasbo v prostem času, obisk gledališča/koncertov klasične glasbe na 
stališča vzgojiteljev do pevskih dejavnosti v vrtcu. V raziskavi, izvedeni na vzorcu vzgo-
jiteljev predšolskih otrok iz vseh hrvaških županij (N = 405), je bil uporabljen dvodelni 
vprašalnik: Vprašalnik splošnih podatkov in Stališča o dejavnosti petje. Rezultati niso poka-
zali razlik v stališčih vzgojiteljev do dejavnosti petje glede na njihovo strokovno usposo-
bljenost in leta delovne dobe. Potrjen pa je bil vpliv dodatnega glasbenega izobraževanja, 
ukvarjanja z glasbo v prostem času in obiska gledališča/koncertov klasične glasbe na sta-
lišča vzgojiteljev do petja kot glasbene dejavnosti v vrtcu.
Ključne besede: glasbene dejavnosti, vzgojitelj predšolskih otrok, petje, stališča
Izvirni znanstveni članek ◆ Original Research Paper
https://doi.org/10.26493/2712-3987.17(35)27-39
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Musical development of early and preschool age children is an integral part of their overall development, including intellectual, emotion-al, social, and physical development. Musical abilities are a complex 
phenomenon composed of many skills, such as understanding and remember-
ing melodies, rhythm perception, understanding tonality, determining musi-
cal interval, identifying the aesthetic significance of music and perfect pitch. 
The essence of the conceptual definition of musical abilities refers to the abili-
ty to aesthetically experience music, i.e. the ability to aesthetically evaluate mu-
sic and sensitivity to the artistic quality of a piece of music or its interpretation 
(Dobrota, 2012, p. 39; as cited in Mirković-Radoš, 1996).
The National Curriculum for Early Childhood and Preschool Education 
(Ministarstvo znanosti, obrazovanja i sporta, 2014) provides for the following 
eight basic competences for lifelong learning: (1) communication in the moth-
er tongue; (2) communication in foreign languages; (3) mathematical compe-
tences and basic competences in natural sciences and technology; (4) digital 
competences; (5) learning to learn; (6) social and civic competences; (7) initia-
tive-taking and entrepreneurship; (8) cultural awareness and expression. Cul-
tural awareness and expression competence is developed “by encouraging the 
creative expression of a child’s ideas, experiences and emotions in a range of ar-
tistic areas including music, dance, theatre, literature, and visual arts” (Minis-
tarstvo znanosti, obrazovanja i sporta, 2014, p. 29). It is further stated that such 
competences are “strengthened by developing children’s awareness of local, na-
tional and European cultural heritage and their place in the world” (p. 29).
The basic areas of stimulating the musical sensitivity of children of ear-
ly and preschool age are singing, synthesis of music and movement, listening 
to musical compositions, and playing musical instruments (Marić & Goran, 
2013). Singing is a natural mode of communication that begins very early in hu-
man development (Ilari et al., 2013). Singing is also an expression of lifestyles, 
values, and belief systems and it transmits sociocultural values  and customs to 
new generations (Nettl, 1983). Richards (1999) states that singing plays an im-
portant role in early childhood and preschool education, not only because of 
the development of musical abilities, but also because of the overall develop-
ment of the child. Moreover, he points out that the quality and frequency of 
singing and other musical activities are influenced by many factors, including 
educators’ attitudes towards musical activities, the development of educators’ 
musical abilities, and self-assessment of their musical competence (Richards, 
1999). Through the activity of singing, the child develops their voice, musical 
ear, sense of rhythm and speech, and enriches their vocabulary. When choos-
ing songs, it is necessary to pay attention to the text, which must be aesthet-
ically valuable, understandable to the child, written in the standard language 
or dialect of the area in which the child lives and must not be too long. Addi-
tionally, the melody must be simple, of appropriate musical form and melod-
ic range.
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Welch (2012) cites the physical, psychological, social, musical, and edu-
cational benefits of singing. The physical benefits are respiratory and cardiac 
function, the development of fine and gross motor control in the vocal sys-
tem and neurological functioning. The psychological benefits of singing relate 
to intra-personal communication and the development of individual identity, 
both in music and through music, singing as a cathartic activity and inter-per-
sonal communication. The social benefits relate to an enhanced sense of social 
inclusion and musical benefits relate to the realization of our musical poten-
tial and the creation of an individual musical repertoire. Finally, an education-
al benefit of singing is the increasing knowledge, understanding and skills re-
lating to the world around us, both in music and through music (Welch, 2012).
A number of studies have examined the attitudes of preschool educators 
toward conducting musical activities in kindergarten, and the results confirm 
that such attitudes primarily depend on the educator’s self-assessment of musi-
cal abilities and competences (Swain & Bodkin-Allen, 2017). Furthermore, the 
research results confirm the connection between music education of educators 
and the frequency of conducting musical activities in kindergarten (Kim & 
Kemple, 2011). Thus, educators with a higher music education attach more im-
portance to musical activities in kindergarten (Kelly, 1998), while those with 
prior insufficient music instruction show less interest in engaging in musical 
activities (Kim, 2013).
Singing is a natural form of children’s communication and self-expres-
sion; it has a beneficial effect on the child’s health and well-being (Powell, 2015) 
and on the development of their social skills (Good & Russo, 2016). Singing 
is a natural form of communication and self-expression for young children. It 
has so many benefits for well-being, impact on learning outcomes, communi-
cation, and brain development (Powell, 2019). As emphasized by Welch (2012, 
p. 2), “singing is one of the most positive forms of human activity, supporting 
physical, mental and social health, as well as individual development in the 
same areas. Singing is important because it builds self-confidence, promotes 
self-esteem, always engages the emotions, promotes social inclusion, supports 
social skill development, and enables young people of different ages and abili-
ties to come together successfully to create something special in the arts.” 
research objective, problem and hypotheses
The objective of this research is to examine the impact of years of work expe-
rience, professional qualifications, additional music education, engaging in 
musical activities in leisure time, and attending the theatre / classical music 
concerts on the attitudes of preschool educators toward singing as a musical 
activity. 
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In accordance with this objective, the research problems were defined as 
follows:
1. To examine whether the attitudes of preschool educators toward the ac-
tivity of singing differ with regard to their years of work experience. 
2. To examine whether the attitudes of preschool educators toward the ac-
tivity of singing differ with regard to their professional qualifications. 
3. To examine whether the attitudes of preschool educators toward the ac-
tivity of singing differ with regard to their additional music education, 
engaging in musical activities in leisure time, and attending the theatre / 
classical music concerts.
Based on the defined research objective and problems, the following hy-
potheses were set:
H1: Preschool educators with a shorter work experience, compared to older ed-
ucators, have more positive attitudes toward the activity of singing.
H2: Preschool educators with a higher level of education, compared to educa-
tors with a lower level of education, have more positive attitudes toward 
the activity of singing.
H3: Preschool educators with prior additional music education, in relation to 
educators without such education, have more positive attitudes toward 
the activity of singing.
H4: Preschool educators engaged in musical activities in their leisure time, in 
relation to educators who are not engaged, have more positive attitudes to-
ward the activity of singing.
H5: Preschool educators who often attend the theatre / classical music con-
certs, in relation to educators who rarely or never visit such events, have 
more positive attitudes toward the activity of singing.
method
Participants
The research was conducted through an online survey on a sample of 405 par-
ticipants, i.e. preschool educators in all Croatian counties (Table 1). 
Out of the total number of participants, 47% of them listen to music one 
to two hours a day, 43% more hours a day, 8% all day, and only 2% of the total 
number of participants do not listen to music at all (Table 2). Such results are 
consistent with the research findings (Särkämö, 2018) that confirm the signifi-
cant role of music in general in the lives of people of different age groups. 
As for the preferences for classical music, as many as 99% of participants 
state that they like (some) classical music, while only 1% do not prefer this mu-
sical style. Singing is a common musical activity in early childhood and pre-
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school institutions, as 69% of participants state that they often carry out this 
activity, 30% of them carry it out sometimes, and only 1% of participants never 
carry out singing as a musical activity (Table 2).
Research Instrument and Procedure
A questionnaire was constructed for the purpose of this research. In the first 
part, The General Data Questionnaire, sociodemographic data on participants 
were collected (county and city where the kindergarten is located, years of 
work experience, professional qualifications, additional music education, en-
gaging in musical activities in leisure time, attending theatre performances and 
classical music concerts, daily listening to music, preferences for classical mu-
sic, conducting the musical activity of singing weekly). The second part, Atti-
tudes Towards Singing as a Musical Activity, contains eight items that exami-
ne the assessment of the importance of singing for the child’s development and 
Table 1. Sample structure
Years of work experience N Professional qualifications N
0-10 188
university degree 110
11-20 100
college degree 29221-30 84
31-40 33 high school education 3
Total 405
Table 2. Listening to music as a leisure time activity, preferences for classical music and frequency 
of singing as a music activity in kindergarten
Listening to music as a leisure 
time activity Preferences for classical music
Frequency of singing 
as a music activity 
in kindergarten
not at all 2% I don’t like classical music 1% not at all 1%
1-2 hours a day 47% I like some classical music 41% sometimes 30%
more than 2 hours a day 43% I like classical music 58%
often 69%
whole day 8% I don’t like classical music 1%
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relaxation, followed by the self-assessment of educators’ competence for con-
ducting the activity of singing and the importance of singing traditional son-
gs for the development of children’s intercultural competences. Each item was 
accompanied by a rating scale ranging from 1 to 5 (1 = I strongly disagree; 5 = I 
strongly agree). The psychometric characteristics of the scale are shown in Ta-
ble 3.
Table 3. Psychometric characteristics of the scale Attitudes Towards Singing as a Musical Activity 
Item
1. Singing is an extremely important musical activity that contributes to the overall development of the child.
2. Singing is an activity that relaxes the child.
3. I consider myself competent for the quality realization of the activity of singing.
4. I find it useful to attend additional lessons in the field of singing.
5.
I think it would be useful to have a music expert come to the kinder-
garten where I work to help me conduct the activity of singing once 
a week.
6. I consider myself competent to select appropriate songs in working with children.
7.
I think that children of early and preschool age, in addition to art 
music, should sing as often as possible songs that belong to the tradi-
tional music of Croatia and other geographical localities.
8.
I believe that by getting to know and performing traditional songs, 
children begin to develop their intercultural competences (develo-
pment of tolerance and understanding of different cultures, etc.).
Cronbach α 0.86
M (sd) 33.24 (5.10)
range 15-40
average r among items 0.48
K-S d 0.13; p <0.01
research results
To examine whether the attitudes of preschool educators toward the activity of 
singing differ with regard to years of work experience, the Kruskall-Wallis test 
was calculated (Table 4). 
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Table 4.  Differences in the attitudes of preschool educators toward the activity of singing 
with regard to years of work experience
Years of work experience C H ( 3, N = 405) p
0-10 4.25
3.21 0. 36
11-20 4.25
21-30 4.38
31-40 4. 49
The results confirm no difference in the attitudes of educators toward 
singing with regard to years of work experience, which made us reject the hy-
pothesis.
Table 5.  Differences in the attitudes of preschool educators toward the activity of singing 
with regard to level of education
Professional qualifications C H (2, N = 405) p
high school education 4.72
4.91 0.09college degree 4.27
university degree 4.35
For the purpose of testing the second hypothesis, the Kruskall-Wallis test 
was recalculated (Table 5). No difference was found in the attitudes of pre-
school educators toward the activity of singing with regard to their profession-
al qualifications. This made us reject the hypothesis.
To examine whether attitudes of preschool educators toward singing dif-
fer with regard to attending additional music lessons, the Mann-Whitney 
U-test was calculated. 
Table 6. Differences in the attitudes of preschool educators toward the activity of singing 
with regard to attending additional music lessons
Attending additional music lessons C U z p
not 4.21
12610.00 -3.68 0.00
yes 4.50
The results indicate differences in attitudes toward singing with regard to 
additional music instruction, whereby educators who attended additional mu-
sic lessons, compared to educators without additional music instruction, have 
more positive attitudes toward singing as a musical activity (Table 6, Figure 1). 
Accordingly, the hypothesis was accepted.
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Figure 1. Differences in the attitudes of preschool educators toward the activity 
of singing with regard to attending additional music lessons
To test the fourth hypothesis, the Mann-Whitney U-test was recal-
culated. 
Table 7. Differences in the attitudes of preschool educators toward the activity of singing 
with regard to engaging in musical activities in their leisure time
Engaging in musical activities 
in leisure time C U z p
not 4.11
14518.00 -5.03 0.00
yes 4.38
The results show that educators who engage in musical activities in their 
leisure time (singing in a choir or a “klapa”), compared to educators who do not 
engage in such activities, have more positive attitudes toward singing in kin-
dergarten (Table 7, Figure 2). This confirmed the hypothesis. 
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Figure 2. Differences in the attitudes of preschool educators toward the activity 
of singing with regard to engaging in musical activities in their leisure time
Figure 3. Differences in the attitudes of preschool educators toward the activity 
of singing with regard to going to the theatre/ classical music concerts
In order to examine whether the attitudes of preschool educators toward 
the activity of singing differ with regard to going to the theatre / concerts of 
classical music, the Mann-Whitney U-test was conducted (Table 8, Figure 3). 
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Table 8.  Differences in the attitudes of preschool educators toward the activity of singing 
with regard to going to the theatre / classical music concerts
Going to the theatre / classical music concerts C U z p
not 4,25
16073.00 3.67 0.00
yes 4,34
The results confirm that educators of preschool children who often go 
to the theatre and concerts of classical music, compared to other educators, 
have more positive attitudes toward the activity of singing, which confirms the 
above hypothesis.
discussion
The main research problem was to examine the attitudes of preschool educa-
tors toward the activity of singing in kindergarten, with regard to years of work 
experience, professional qualifications, additional music instruction, engaging 
in musical activities in leisure time, and going to the theatre / classical music 
concerts.
Although we assumed that educators with fewer years of experience 
would have more positive attitudes toward singing, due to better-quality mu-
sic education during their studies, the results did not confirm the existence of 
such differences.
No differences in attitudes toward singing with regard to educators’ ed-
ucation were found, although the results of the research (Jeanneret, 1997; 
Seddon & Biasutti, 2008) generally suggest that a higher level of education, 
implying better music instruction of preschool educators, results in better 
self-assessment of their musical abilities, and thus their readiness to carry out 
various musical activities, including singing.
The results of this research confirmed that educators who attended addi-
tional music lessons and educators who engage in musical activities in their lei-
sure time have more positive attitudes toward singing as a musical activity. The 
obtained results are in line with the results of Jeanneret (1997) who points out 
the extremely significant influence of music instruction on the self-assessment 
of the competence of educators and teachers for music teaching and conduct-
ing musical activities.
Finally, preschool educators who often go to the theatre / classical music 
concerts have more positive attitudes toward the activity of singing. Such re-
sults are consistent with research findings that confirm the impact of formal as 
well as non-formal and informal education on the formation of musical pref-
s. d
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erences and attitudes toward different musical activities (Jenkins, 2011; Hong 
Ng, 2018).
conclusion
The results of this research confirmed that educators who attended additional 
music lessons, those who engage in musical activities in leisure time, and tho-
se who often go to the theatre / concerts of classical music have more positive 
attitudes toward singing as a musical activity in kindergarten. Although the 
research results do not confirm the differences in educators’ attitudes toward 
singing with regard to their level of education, the basic musical-pedagogical 
implication of this research relates to the need to modernize and raise the qu-
ality of music education of students attending programmes in early childhood 
and preschool education. Quality music education of preschool educators is li-
kely to contribute to increasing their self-assessment of musical competences.
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Povzetek 
UDC 373.2-053.4:784.9
Glasbeni razvoj v zgodnjem otroštvu in predšolski dobi je integralni del splošnega ra-
zvoja, ki zajema intelektualni, emocionalni, socialni in fizični razvoj otrok. Glasbene 
sposobnosti so kompleksen pojav, ki povezuje različne veščine, kot so razumevanje in 
pomnjenje melodij, zaznavanje ritma in čiste intonacije, razumevanje tonalnosti, dolo-
čanje intervalov in prepoznavanje estetskega pomena glasbe. Hrvaški nacionalni kurikul 
za zgodnjo in predšolsko vzgojo in izobraževanje (Ministarstvo znanosti, obrazovanja i spor-
ta, 2014) upošteva ključne kompetence vseživljenjskega učenja. Temeljna področja spod-
bujanja glasbene občutljivosti in razvoja otrok so petje, sinteza glasbe in gibanja, igra-
nje na lastna in otroška glasbila, poslušanje glasbe, glasbena ustvarjalnost. Welch (2012) 
poudarja, da petje vpliva na otrokov fizični, psihološki, socialni, emocionalni in kogni-
s. d
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. bo
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tivni razvoj. Številne raziskave preučujejo stališča in odnos vzgojiteljev do glasbenih de-
javnosti v vrtcu. Swainova in Bodkin-Allenova (2017) ugotavljata, da se stališča vzgojite-
ljev povezujejo z njihovo samooceno glasbenih sposobnosti in kompetenc, Kimova in 
Kemplova (2011) sta v raziskavi potrdili povezanost glasbene izobrazbe vzgojiteljev s šte-
vilom izvedenih glasbenih dejavnosti v vrtcu. 
V raziskavi, v kateri je sodelovalo 405 vzgojiteljev predšolskih otrok iz vseh hrvaških žu-
panij, smo preučevali vpliv delovne dobe, dodatnega glasbenega izobraževanja, ukvarja-
nja z glasbo v prostem času, obisk gledališča/koncertov klasične glasbe na stališča vzgo-
jiteljev do pevske dejavnosti v vrtcu. Podatki so bili pridobljeni z uporabo dvodelnega 
vprašalnika, ki je zaobjemal splošne podatke o vzgojiteljih in njihova stališča do petja 
v vrtcu. Ugotovili smo, da v stališčih vzgojiteljev do dejavnosti petje ni statistično zna-
čilnih razlik glede na njihovo strokovno usposobljenost in leta delovne dobe. Rezultati 
so potrdili vpliv dodatnega glasbenega izobraževanja vzgojiteljev, njihovega ukvarjanja z 
glasbo v prostem času in obiska gledališča/koncertov klasične glasbe na njihova stališča 
do petja kot glasbene dejavnosti v vrtcu.