I like to think of an editor as a puzzle maker. Each issue of a journal is a different puzzle that the editor puts together. But the puzzle could never be completed if it weren’t for its “pieces”, or the many people that make it exist. That is, editing a journal offers many opportunities for one to learn about the profession while meeting some wonderful colleagues – authors, reviewers, proofreaders, translators, editorial assistants of all kinds, and graphic designers, to name a few.
Aside from learning the ropes of the job, in the past few months I have been working closely with the Chair of the Editorial Committee, Dr. Diana Dansereau, to implement changes to Perspectives, as our journal continues to grow. The first important change that we have implemented refers to our peer review board, which has been expanded. Please join me in welcoming Drs. Elizabeth Andang’o, Angela Barker, Lily Chen-Hafteck, Claudia Gluschankof, Lisa Koops and Diane Persellin to our team of reviewers. They bring with them expertise in different subareas of early childhood music education, as well as different worldviews, which will enrich our journal. And please stay tuned for more changes in the forthcoming months!
This issue of Perspectives brings forward two articles on the theme “Music for, with and by young children”. In the first featured article, Dr. Amanda Niland, Chair of ISME’s Early Childhood Music Education Commission and lecturer in the Institute of Early Childhood of Macquarie University in Australia, discusses the life cycle of songs in early childhood. The second featured article, by Dr. Graça Boal Palheiros from the Escola Superior de Educação of the Instituto Politécnico do Porto, Portugal, celebrates the work of Belgian music educator, Jos Wuytack, who, in his lifetime, has taught more than 1000 workshops and courses for music educators, spanning more than 50 countries. Jos Wuytack has influenced an entire generation of music educators across the globe, and many of his ideas can be applied to the education of young children. I am certain that fellow early childhood music educators will find some worthwhile ideas in the article that can be adapted and applied into their own teaching. Diana Greene invites us to ponder the “difficult child” in early childhood music education in her inspiring Notable Notes. In research review, Judith Sullivan discusses a recent study on rhythmic entrainment in infancy and toddlerhood. Angela Barker, reviews 3 recent studies on young children’s perception and production of music, and Leilani Miranda shares her impressions of Original Mind by Dee Coulter.
I look forward to many more excellent papers on a wide range of topics flowing in over the next few months. Please remember that your work is vital as we assemble these “puzzles” in the near future.