The development of the methodology of singing and music education in the kindergarten – An analytical introduction of Katalin Forrai’s methodological books

Abstract

Katalin Forrai was a renowned figure of early childhood and preschool music education in Hungary and abroad. She began to work out her concept of singing and music education in the late 1940s. She played an important role in early childhood and preschool music education for almost sixty years. Her methodological book Ének az óvodában [Music in the Kindergarten] (first published in 1974) and Ének a bölcsődében [Music in the Crèche] (1986) are fundamental works even today. This article aims to introduce the era with a brief historical overview in which Katalin Forrai’s methodological concept of the music education of kindergarten-age children began to develop and also show how it changed continuously due to various factors. Using the method of content analysis, the paper explores how the methodological books associated with Katalin Forrai changed in content and methodology: from Óvodai énektanítás (Teaching Singing in the Kindergarten, 1951) to Ének-zene az óvodában (Singing and Music in the Kindergarten, 1957) and Ének az óvodában (Singing in the Kindergarten), which was first published in 1974, followed by several editions. The analytical examination of the methodological works (co-) authored by Katalin Forrai clearly shows the significant political, pedagogical and methodological changes which influenced the music education of kindergarten-age children. All of the discussed books were important manuals for preschool educators in each given era. Their analysis can explore what music material the singing and music activities were built upon, how they were organised, which development areas were targeted, and what methods and tools were used to support musical development. The comparative content analysis can confirm that Katalin Forrai’s music pedagogy concepts and their foundations are still of universal relevance and provide guidance. The findings can help us maintain our methodological achievements and renew preschool music education while preserving its values.