Learning to play in a goal-directed practice

Wallerstedt, Cecilia; Pramling, Niklas

doi:10.1080/09575146.2011.593028

Cited by 61 publications

(39 citation statements)

References 30 publications

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“…Our theoretical understanding (Lave & Wenger, 1991) is that this lack of meaning is situated in the preschool classes as social communities of practices where teachers' notions of their practice seem to be based on their interpretations of music as a skill subject rather than what is stated in the curricula. Perhaps it is a general discourse which has gained force in the shadow of portentous PISA reports-a discourse that presents the core subjects as overriding all others-that makes teachers treat music so unfairly, not daring to rely on transfer effects and other factors linked to the concept of aesthetic learning processes-creativity and spontaneous play, for example (Wallerstedt & Pramling, 2012). A suggestion for further research is to investigate preschool teachers' and preschool class teachers' interpretations of the curricula concerning music.…”

Section: Discussionmentioning

confidence: 99%

Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes

Ehrlin

Tivenius

2017

International Journal of Music Education

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The aim of this article is to highlight what opportunities a six year old in preschool class in Sweden might have for participating in and being inspired by music. We ask the following question: What factors determine how music teaching is conceived and carried out in preschool class? The present study is quantitative in character, and data were collected by means of a survey sent out to all teachers working with preschool classes in a Swedish city. We have brought a hermeneutic approach to bear on our comprehensive interpretations. Our conclusion, and the answer to the research question, is that the fundamental view of music education determines to what extent music teaching occurs, and how it is carried out, in preschool class.

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Section: Discussionmentioning

confidence: 99%

Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes

Ehrlin

Tivenius

2017

International Journal of Music Education

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“…Play is often championed as beneficial to children's development (e.g., Myck-Wayne 2010; Wallerstedt and Pramling 2012). The benefits have been explored in terms of children's social and emotional development (e.g., Bodrova et al 2013) and, more recently, in terms of their academic learning (e.g., Saracho and Spodek 2006;Van Oers and Duijkers 2013).…”

Section: Introductionmentioning

confidence: 97%

Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms

Pyle

Bigelow

2014

Early Childhood Educ J

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The benefits of play to children's development and academic learning are often discussed in the research. However, inconsistencies in definitions of play and differing perspectives concerning the purpose of play in educational settings make it challenging for teachers to determine how to productively integrate play-based pedagogies into their classrooms. This challenge is compounded by the inclusion of increasingly academic standards in kindergarten curricula resulting in the need to determine if and how teachers can integrate play-based pedagogies and mandated academic standards. The purpose of this study was to examine three teachers' approaches to integrating play-based learning in their kindergarten classrooms. Specifically, teachers' conceptions of the purpose of play and their role in structuring play-based learning were explicitly examined. This paper concludes with a discussion concerning the challenges teachers face in negotiating a balance between academic learning and the use of developmentally appropriate practices such as play, and the need for further research to determine if and how particular play-based approaches support the development of academic, social, and emotional skills.

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“…Nowhere is this more apparent than in aesthetic domains of learning and also in relation to play. However, such a stance is in stark contrast to other research and theorising on children's play and learning (also in the arts) which argues for, and illustrates, the important roles filled by a teacher in children's play and learning (Bendroth Karlsson 2011;Pramling and Wallerstedt 2009;Vygotsky [1930] 2004; Wallerstedt and Pramling 2012b).…”

Section: Introductionmentioning

confidence: 90%

Engaging children's participation in and around a new music technology through playful framing

Lagerlöf

Wallerstedt

Pramling

2013

International Journal of Early Years Education

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This article concerns children's engagement and participation in a musical dialogue, with the adult taking the role of the more-experienced participant and frames the activity as a musical play activity (in both senses of the word 'play'). It presents an analysis of empirical data from a session with two six-year-old children interacting with and around a new music technology in a Swedish preschool setting and explores what participating in these practices implies for the children's learning. The results indicate that the communicatively established framing made it possible for the children (i.e. provided scaffolding for them) to participate actively in a joint playful music-making activity. The communicative framing provided by the adult who took the role of a more-experienced participant played a vital part in providing musical experiences, not only in guiding the children to explore the system but also in introducing mediating tools as a way of discerning musical aspects.

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Learning to play in a goal-directed practice

Cited by 61 publications

References 30 publications

Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes

Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes

Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms

Engaging children's participation in and around a new music technology through playful framing

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