Music and movement activities are universal in children’s play and socialisation and are fundamental tools to utilise in early years teaching. Early childhood teachers tend to value the positive role music and movement can play in their work, however teacher confidence to implement music-based activities varies, often due to a lack of professional learning opportunities. Findings from a study that trained and coached five early childhood teachers, with no prior formal music training, to deliver a specific rhythm and movement program are highlighted throughout this paper. Qualitative data gained through interviews articulates the teachers’ experiences of professional learning, the approach to building their skills and confidence in this area, and the key areas that led to success. Important elements of the professional learning approach included active participation, provision of a video resource library, the nature of the evidence-based and structured program, ease of access, and coaching and implementation support throughout. These key elements, identified as being successful in boosting teacher confidence to use music in their practice, may be readily taken up by other programs, and are transferable to other curriculum and pedagogical areas beyond music.

音乐和运动活动在儿童游戏和社交中普遍存在，是早期教学中使用的基本工具。幼儿教师往往重视音乐和运动在他们的工作中发挥的积极作用，然而，教师实施基于音乐的活动的信心各不相同，这通常是由于缺乏专业学习机会。本文强调了一项研究的结果，该研究对五名幼儿教师进行了培训和指导，他们之前没有接受过正规的音乐培训，以提供特定的节奏和运动计划。通过访谈获得的定性数据阐明了教师的专业学习经验、在该领域建立技能和信心的方法以及导致成功的关键领域。专业学习方法的重要要素包括积极参与、提供视频资源库、循证和结构化计划的性质、易于访问以及全程辅导和实施支持。这些关键要素被认为成功地增强了教师在实践中使用音乐的信心，可以很容易地被其他项目所采用，并且可以转移到音乐以外的其他课程和教学领域。