A Systematic Review of Orff and Dalcroze Approaches in Enhancing Preschool Teacher Trainees’ Teaching Performance

Abstract

In recent years, the need to enhance the quality of vocational education in China has intensified, particularly in the training of preschool teacher trainees. As a critical component of pre-service teacher training, the quality of educational internships directly impacts trainees’ teaching performance. This study conducts a systematic literature review to examine the effects of the Orff and Dalcroze music pedagogical approaches on the teaching performance of preschool teacher trainees in vocational colleges. Relevant domestic and international studies published between 2010 and 2025 were analysed using thematic synthesis. The findings indicate that both approaches significantly enhance trainees’ instructional competence, particularly in promoting classroom interactivity, improving the ability to engage and guide young learners, and fostering creativity and adaptability in lesson design. However, implementation differences exist; the Orff approach is easier to master initially due to its structured framework and tool support, while the Dalcroze method demands higher musical literacy and improvisational skills, presenting greater implementation challenges. Additionally, the study also identified key factors influencing pedagogical effectiveness, including trainees’ theoretical foundations, skill levels, reflective abilities, and the adequacy of external support systems. Based on these findings, the study recommends, optimising pedagogical training models, strengthening practical guidance and resource provision, enhancing trainees’ professional competencies, and prioritising localised adaptation of teaching methods. The study’s significance lies in offering theoretical support and practical guidance for early childhood educator training, advancing the quality development of early childhood education programmes, and contributing to the overall professional competence of early childhood educators.