Scaramouche Goes to Preschool: The Complex Matrix of Young Children's Everyday Music

Autor/in	Ilari, Beatriz
Titel	Scaramouche Goes to Preschool: The Complex Matrix of Young Children's Everyday Music
Quelle	In: Early Childhood Education Journal, 46 (2018) 1, S.1-9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ilari, Beatriz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-017-0842-1
Schlagwörter	Preschool Children; Music Education; Early Childhood Education; Student Participation; Vignettes; Music Activities; Intention + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Musikerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Musikalische Aktion
Abstract	This article examines everyday musical practices and their connections to young children's learning and development, in and through music. It begins with a discussion of music learning in early childhood as a form of participation and levels of intention in learning. Next, conceptions of child that have dominated early childhood music education discourses are discussed, along with other factors that are known to influence children's musical lives, such as spatiality, repertoires and the politics of participation. Three illustrative vignettes that stem from the author's experience as an early childhood music educator and researcher are presented throughout the text. Implications for early childhood education are outlined at the end. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01