Retrieval of ‘being’ in early childhood music education

The intention of this paper is to illustrate and illuminate how my teaching and learning experiences within my own pedagogical practice hold valuable and rich data. Information hidden within these experiences possesses vitality not only for self and professional development but for efficacy also. Disclosures through reflective accounts and retrieved memories from my 29 years of teaching and learning in the field of early childhood music education, simultaneously answer and question my thinking with respect to being in education and being educated. It is a reflective and human sensitive approach challenging me to look beyond traditional learning models and teaching methods. It also implicates ‘me’ in a pedagogic understanding that demonstrates the way my practice serves those who work within it and pass through it.