Singing and Emotional Development in Day-care: A Case Study from a Steiner Waldorf Day-care Centre

Abstract

Research on early care finds that singing is an important part of the emotional communication between child and caregiver in both parenting and day-care. Singing to children enhances attachment and supports affect regulation. In order to explore the role of singing in emotional care for children in day-care settings, the singing practices of a Steiner Waldorf day-care centre were studied. The research method used was psychodynamic infant observation. The study finds that singing creates an intersubjective and interaffective field, which facilitates a shared experience. The teachers create this field by “holding space” while singing. Singing functions as a means of collective affect regulation, and the imagery and storylines of the songs are found to enhance engagement in the shared intersubjective and interaffective field of experience.