EXPLORING THE IMPACT OF ORFF-BASED GROUP MUSIC LEARNING IN EARLY CHILDHOOD THROUGH THE CHIME MODEL

Abstract

This study investigates the impact of Orff-based group music education on preschool children's development in Iran, using the CHIME model (Child-Centered Holistic Instruction through Music and Ensemble). Rooted in the Orff-Schulwerk philosophy, the CHIME model incorporates four stages: imitation, exploration, improvisation, and composition. Adapted to the Iranian context, it utilizes local instruments, rhythms, and stories to support the intellectual, emotional, and social growth of children aged four to six. While music education for young children is gaining recognition in Iran, there is no formalized framework in the national early childhood education standards, with music often taught informally in private settings. This creates both a challenge and an opportunity; there is a lack of systematic group music education in public preschool settings, but also room to develop culturally appropriate models grounded in Iran's educational framework. Using a qualitative approach, the study employs constructivist grounded theory, classroom observations, and interviews with teachers and students from selected preschools in Iran. The CHIME framework emphasizes ensemble learning to enhance children's executive functioning, emotional regulation, empathy, and collaborative skills. It also aims to foster musical identity and appreciation for Iran’s rich heritage. The research suggests that Orff-based group music education, adapted through the CHIME model, supports children's readiness, self-expression, and social integration. Additionally, it highlights imitation as a social learning process, advancing the potential of culturally responsive music education. The study has implications for curriculum development, teacher training, and early childhood education policy in Iran.