Musical Pathfinders of the Kindergarten

Autor/inn/en	Knudsen, Jan Sverre; Aglen, Gry Sagmo; Danbolt, Ingrid; Engesnes, Nina
Titel	Musical Pathfinders of the Kindergarten
Quelle	In: Contemporary Issues in Early Childhood, 20 (2019) 2, S.163-176 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949118756369
Schlagwörter	Foreign Countries; Kindergarten; Music Activities; Music Education; Facilitators (Individuals); Music Teachers; Caregivers; Musicians; Cultural Differences; Diversity; Professionalism; Student Participation; Preschool Children; Professional Identity; Norway (Oslo) + Suchen Sie Ihr Suchwort? Ausland; Musikalische Aktion; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Caregiver; Carer; Betreuungsperson; Pfleger; Musiker; Kultureller Unterschied; Professionalität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Based on an empirical study in selected Norwegian kindergartens, this article investigates the practice of musically active employees, with or without professional training. The overarching aim is to develop an understanding of early childhood music practitioners that may challenge dominant views of professional identity and provide some new images of what it means to work musically in a kindergarten. Departing from a sociological approach, five different 'musical pathfinders' are identified: the disc jockey, the facilitator, the choir leader, the caregiver and the performer. These 'ideal types' are discussed in the light of issues concerning cultural diversity, negotiations of professionalism, repertoire selection, the use of music technology, children's participation, and the relationship between formal and informal learning. The discussion raises critical questions concerning music activity in early childhood institutions, highlighting professionals' personal cultural experiences, preferences and practices as legitimate points of reference in the development of professional identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01