Abstract
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).
Highlights
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)
I will argue for limitation of structural teaching, but it will be important that ECEC teachers manage to articulate that there are a lot of ongoing learning processes during informal learning situations
The ECEC teacher’s Role in Informal Learning Situations What is required of the ECEC teacher to make everyday situations into learning situations? I posit that the educators presence, attitude, ability for observation, and interpretational competence are qualities that can contribute to beneficial informal learning situations
Summary
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 concept of learning is complicated and it has been discussed in Educational settings from different theoretical perspectives, knowledge and experiences
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