Music in Informal and formal learning situations in ECEC

Forfattere

  • Morten Sæther Dronning Mauds Minne Høgskole, Trondheim
DOI: https://doi.org/10.7577/nbf.1656

Sammendrag

The aim of this article is, through theory, research and practical experiences, to discuss how informal teaching and learning situations exemplified by activities including music plays a part in Early Childhood Education and Care (ECEC). The theoretical frame in this article is based on perspectives on informal teaching and learning in music and in general (Green 2002, 2008; Henze, 2009; Folkestad, 2006; Mak, 2007). The tradition in Norwegian ECEC centers has been based on informal learning processes mainly through social interaction, play, dialogs, aesthetical and outdoor activities in everyday life. ECEC teachers challenged to articulate Informal teaching and learning as professional educators. In light of that statement it is introduced, theoretical perspectives and studies of professions (Abbott, 1988; Grimen, 2008; Heggen, 2008; Polanyi, 2002). The author describes and discusses opportunities of music in ECEC centers and how music can contribute learning in informal learning situations. The discussion refers narrative episodes from observations of ECEC practice. Methodology is based on thematic analysis inspired of  Riessman (2008) and Polkinghorne (1995).

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Fulltekst

Publisert

2016-12-08

Hvordan referere

Sæther, M. (2016). Music in Informal and formal learning situations in ECEC. Nordisk barnehageforskning, 13. https://doi.org/10.7577/nbf.1656

Emneord (Nøkkelord):

informal teaching and learning, professions, music in Early Childhood Education, teacher role