Early childhood music education
plays a significant role in fostering children’s cognitive, emotional, social,
and aesthetic development. A well-structured curriculum is crucial in guiding teachers’
pedagogical practices and ensuring age-appropriate musical experiences. This
study aims to comparatively analyze the structure and music education content
of preschool curricula in Mongolia and Inner Mongolia (China). Using document
analysis, comparison, interviews, and observation methods, the study examines
similarities and differences in curriculum goals, structure, implementation
strategies, and developmental expectations related to music education.
The findings indicate that while
both curricula emphasize holistic child development and integrate music within
broader artistic domains, differences exist in structural organization,
developmental progression, and the explicit articulation of musical
competencies. The Mongolian curriculum presents music within the integrated
domain of “Music and Visual Arts,” focusing on listening, singing, playing
instruments, and movement. In contrast, the Inner Mongolian framework
categorizes music under “Arts” with more detailed developmental benchmarks by
age group (3, 4, 5 years).
The study highlights the need for clearer performance standards, repertoire guidelines, and teacher support mechanisms in Mongolia and suggests integrating structured developmental indicators similar to the Inner Mongolian model. The research contributes to curriculum improvement and provides recommendations for developing a model preschool music curriculum aligned with children’s developmental needs and cultural heritage.
