Purpose
The thesis investigates why kindergarten teachers, despite having the ability to participate, often avoid participating in musical play. The purpose of the study is to increase knowledge about what prevents or enables kindergarten teachers and kindergarten teacher educators to participate in musical play in kindergarten and educational contexts.
Result
The researcher revealed that kindergarten teachers and kindergarten teacher educators actually have the ability and desire to participate in musical play, but they are hindered by established perceptions and concerns. The study showed that educators experience joy, spontaneity and freedom when playing with music, but they are often afraid of not being “good enough”, losing control of the group of children or appearing unprofessional. The study highlights the need to challenge these established thought patterns to provide more space for musical play in kindergarten.
Design
The study used a staged, action-focused method. This means that the researcher first instructed the participants in musical play, then interviewed them in groups about their experiences. The sample consisted of 29 informants from both Norway and Sweden, divided into three professional groups: kindergarten teachers, kindergarten teacher educators and music teachers who educate kindergarten teachers. The choice of these groups gave the researcher the opportunity to study the topic from different perspectives.
References
Aronson, M. E. P. (2022). Förskollärare kan delta i musikaliskt lekande, men avstår: en kvalitativ studie om musikalisk emancipation. Akademisk avhandling. Høgskolen i Innlandet.