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Early childhood literature is replete with information related to developmental issues, and rightly so. From the time of a child's birth, developmental milestones provide critical information for parents, preschool teachers, and pediatricians. However, by the time many children begin their formal school experiences in kindergarten, less information is available to facilitate the transition—particularly for music teachers who work with kindergarten children. Music teachers may present instructional experiences that support musical development, but perhaps with fewer resources to support other developmental areas. Guidelines from Developmentally Appropriate Practice provide one source that integrates theoretical perspectives on early childhood development (physical, social, cognitive, language) to inform teacher decision-making. Given the importance of social interactions during the kindergarten transition, this narrative explores Sam's experiences in kindergarten music with his peers and music teacher, Jenny Brasch, during one academic year. Throughout the story of Jenny and Sam, issues of prosocial skills, modelling of care and respect, peer interactions, positive discipline, preconceptions, and social isolation provide a backdrop that sheds new light on early childhood practice in kindergarten general music classrooms.

DOI: 10.1007/978-94-007-0699-6_6

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