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In this qualitative phenomenological inquiry, I explore how an international group of early childhood music teachers describe creating music-learning environments for young children. As members of the Early Childhood Music Education Commission of the International Society for Music Education, the nine research participants share a common interest in contributing to early childhood music education. I was interested in understanding how members of that group perceived creating music-learning environments for young children. I wondered: What are early childhood music teachers' perceptions of music-learning environments for young children; What shapes their perceptions; and How do early childhood music teachers strive to create an environment conducive for young children's music learning? Using tenets of narrative inquiry, I restory this study as a conversation in a coffee shop. Imagine there's an international early childhood music conference in your town. During a conference break, I walk into your favorite coffee shop. You stand in a long line waiting to order. I walk in and take my place behind you in line, and we begin a conversation about children's music learning. Eventually, colleagues who are attending the conference (i.e., the nine research participants) join us. During our conversation, you and I discuss our experiences with understanding and creating early childhood music-learning environments. Next, we talk with the nine research participants about how they create music-learning environments for young children and I reveal the essence of their shared experience: participants view themselves as cultural music mediators, believing it is their job to mediate music interactions among adults and young children. Finally, you and I discuss implications for parents, early childhood music teachers, early childhood general education teachers, and pre-service music and general education teachers. We talk about ways they can become cultural music mediators, and create webs of music interactions for adults and young children. After reading this study, I invite you to visit my Facebook page, Music-Learning Environments for Young Children, to contribute thoughts and questions. / Music Education

This study sought to describe the current implementation of behavioral strategies across Tiers 1, 2 and 3 of the preschool Positive Behavior Interventions & Supports (PBIS) model by preschool special education professionals in the state of Pennsylvania (PA). Both federal and state mandates have urged and required the use of PBIS in early childhood settings to alleviate issues of challenging behavior, while simultaneously reducing suspension and expulsion at the early childhood level. As such, the current study attempted to outline the level of preparation and training received by preschool special education professionals, across all disciplines, in the area of PBIS by higher education entities, as well as through their preschool special education employers. Furthermore, the study looked to analyze the reported implementation of PBIS strategies across tiers by the special education professionals within early childhood settings across regions of PA. Approximately 780 preschool special education professionals were surveyed and a total of 248 responded, resulting in a 31.8% response rate. A descriptive survey approach was utilized and univariate analyses, as well as one-way ANOVA and correlational analyses were conducted. Results showed the current state of PBIS implementation in PA through preschool special education professionals remains variable, inconsistent and possibly under-supported by employers and higher education entities. A large percentage of the overall population, 62%, reported having taken 0 credits in PBIS-related content at the higher education level. Approximately 65% reported two or fewer trainings offered by their employer in the past two years, however, 70% of the respondents reported being offered coaching in PBIS. Behavior Support Specialists, Special Education Teachers and Occupational Therapists are among the top three defined professional roles that consistently report implementing strategies with higher frequencies than other defined disciplines. Tier 1 strategies are implemented at higher frequencies than Tier 2 strategies and Tier 2 strategies are implemented with higher frequencies than Tier 3 strategies. Specific, targeted areas of global PBIS requirements can be increased to possibly result in an overall increase in the fidelity of PBIS strategy implementation and a decrease in reported suspensions and expulsions, these include the use of preschool special education professionals on early childhood-based PBIS leadership teams and an increase in the frequency of data collection and analysis. There are also a number of reported barriers, including capacity of early childhood program staff and parental and familial involvement that reportedly inhibit preschool special education professionals from successfully and consistently implementing PBIS in early childhood settings. / Special Education