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Swedish preschool leadership: Supportive of music or not?
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0001-9318-1151
2014 (English)In: British Journal of Music Education, ISSN 0265-0517, E-ISSN 1469-2104, Vol. 32, no 2, p. 163-175Article in journal (Refereed) Published
Abstract [en]

This study uses observations and interviews to investigate how the leadership at three Swedish preschools in Sweden has impacted the didactic choices made. Two of these preschools use music as a tool for stimulating language and social development, while the third preschool serves as a comparison. The inspiration that the leadership has brought to each institution is of crucial importance to incorporating music and other activities into the everyday work. This influence has been both restrictive and supportive. Music is said to function as a teaching tool, while other functions remain in the background. This contradiction and its implications are discussed, and it is argued that further training should include developing the teachers' musical-didactic awareness. Principals are most certainly role models at preschools and need to be aware of it.

Place, publisher, year, edition, pages
2014. Vol. 32, no 2, p. 163-175
Keywords [en]
music. leadership, preschool
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-27228DOI: 10.1017/S0265051714000308ISI: 000358289500004Scopus ID: 2-s2.0-84937526571OAI: oai:DiVA.org:mdh-27228DiVA, id: diva2:775002
Available from: 2014-12-30 Created: 2014-12-30 Last updated: 2018-01-22Bibliographically approved

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Ehrlin, Anna

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Citation style
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  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
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More languages
Output format
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  • asciidoc
  • rtf