Avaa tiedosto - Doria

according to Bjorklund (2010), always a different perspective than the child
because of the researcher's understanding, accumulated knowledge, and experience.
Ödman (1995) describes the problems associated with the phenomenon being
studied having to be transcribed into text. In a dialectical process of interpretation,
the interpreter does not endeavour to take the "text" into account in
order to try to achieve an intellectual understanding, but rather lets the process of
interpretation consist of a world opening itself up, in this case the musical
learning environment of a day nurseries toddlers groups. To interpret and understand
here involves an opening up of one’s self to a new interpretation, and at
the same time temporarily letting go of previous understandings. In order to
obtain as truthful a picture as possible of the musical learning environment both
videography and hermeneutics are used as methodological study approaches.
Gadamer (1997) emphasises that interpretations where the researcher is conversant
with the area can function slightly longer than the interpretations of things
that take place outside the researcher's meaning horizon. In a dialectical process
of interpretation, the interpreter does not try to achieve an intellectual understanding,
but rather allows the process of interpretation to lead to the world
opening itself up. Understanding is achieved by the researchers trying to put
themselves into another person's situation. Instead of knowledgeable and cognitive
skills, a subjective perception of knowledge is founded on an emphasis on
dialogue, discussions, and the expression of discovery and attention in the activity.
Results and discussion
The educators, in the groups studied, use music as a means of helping the children
develop various skills. Although they use music, it is above all the lyrics of
songs that are used in such a way that the children are encouraged to develop,
among other things, their language comprehension. It is also clear that the educators
care about imparting a cultural heritage to the children through many old,
traditional songs as well as more recent songs and singing games which they
build their music sessions around. The educators select songs for their repertoire
that deal with relationships, nature and the environment, and songs with an individually
orientated content. The content of the texts of the song describe and
indicate the communal aspects of social life. Therefore, the content of these
songs the educators choose to sing focus on the basic values of society. Moreover,
the educators also use music as means of developing the children’s social
skills.
The child’s musical world is largely ruled by adults. It is therefore important that
educators have insight and knowledge about how to plan musical activities for
children that are comprehensive and have a rich variation (Jørgensen, 1982;
Young & Glover, 1998). Children in day nurseries should benefit from a rich,
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