Translating Graphic Notation into Preschool Song Teaching: A Thematic Framework of Preschool Teachers’ Pedagogical Reasoning

Abstract

In early childhood education, graphic notation is recognized for its ability to externalize musical elements such as rhythm, pitch, and musical expression, thereby reducing the cognitive load associated with Song Teaching and comprehension. However, the professional process by which preschool teachers transform graphic notation from a “visual representation” into a “teachable classroom tool” remains under-explored. This study aims to construct a conceptual framework for the pedagogical transformation of graphic notation instruction based on preschool teachers' experiences, providing transferable analytical language for related instructional design and teacher training.Employing a qualitative research design, the study conducted semi-structured Interviews with 20 preschool teachers in central China to collect their practice narratives. Thematic analysis was applied, involving open coding, sub-theme refinement, and theme integration. Theoretically, the study employed the Design–Functions–Tasks (DeFT) framework of multiple representations learning and the Pedagogical Reasoning and Action framework as sensitizing concepts to guide interview guide construction and framework refinement. The findings formed the graphic notation Pedagogical Translation Framework (GNPTF), comprising five interrelated dimensions: Feature Alignment, Symbol Construction, Notation Explainability, Notation Mediated Teaching, and Feedback Revision. This framework reveals how teachers design symbols and provide explanatory instruction around musical elements, revising notation and teaching strategies through continuous feedback to enhance developmental appropriateness and classroom implementability. The study offers a structured framework for preschool teacher education and preschool song teaching practices related to graphic notation.