The purpose of this study was to examine the physical and mental planning practices of teachers in an early childhood music program, how their plans were implemented in the classroom, and how classroom events influenced future planning. Two teachers (N=2) participated in think-aloud planning sessions, classroom observations, and reflective interviews. Unique contextual influences of the early childhood music classroom included the presence of parents/caregivers in class, the opportunity for sharing within the local teaching community, and the emphasis of reflection on theory when planning and teaching. Despite different levels of experience and different approaches to planning and teaching, both teachers shared some similarities in their song selections, routines and pacing. Both teachers also engaged in varying degrees of improvisatory teaching. The results of this study have implications for both preservice and inservice teachers.
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