The article Rethinking early childhood music education in the post-digital era: A Music Education 4.0 perspective was published in the GAS Journal of Arts Humanities and Social Sciences. The publication reconsiders early-childhood music education through Music Education 4.0 and proposes a post-digital framework in which sound, bodies, materials, technology and social interaction are treated as interconnected elements of musical experience.
The discussion connects constructionist learning, multimodal musical literacies, STREAM and participatory pedagogies with music production, creative coding, immersive technologies and artificial intelligence. Particular emphasis is placed on accessibility, pedagogical mediation, ethical awareness and children’s agency. The proposed framework understands music learning as an experience shaped simultaneously by bodily action, material objects, social relationships and digital media. A post-digital perspective therefore supports critical selection of technologies according to their musical function and developmental appropriateness, rather than the simple addition of new tools to teaching. The central concern remains the quality of children’s musical participation, exploration and meaning-making within flexible learning environments.
