Mini Review of Piano Proficiency Course for Early Childhood Education Program

Abstract

Piano proficiency has become an essential component of early childhood education (ECE) teacher training, serving a dual function in supporting children’s developmental outcomes and enhancing pedagogical competence among pre-service educators. This mini review synthesizes recent empirical research and pedagogical innovations related to piano instruction within ECE programs. The findings indicate that structured piano training contributes to improvements in children’s auditory discrimination, pitch processing, and executive functions, while concurrently strengthening pre-service teachers’ musical self-efficacy and instructional confidence. Curriculum reforms that incorporate collaborative piano learning, layered instruction, and integrated theory–performance approaches demonstrate potential in addressing diverse learner needs. In parallel, digital technologies and AI-enhanced platforms are increasingly reshaping piano pedagogy by enabling personalized learning experiences and reducing instructional demands. Despite these advances, persistent challenges, including inconsistent teaching quality and limited curriculum integration, remain evident. Addressing these issues requires coordinated efforts in teacher support, curriculum design, and equitable technological access. This mini review aims to inform evidence-based practices for cultivating musically proficient and pedagogically capable ECE educators.