Å synge eller ikke synge. Om hva som skal til for at barnehagelærere og andre ansatte i barnehagen vil synge

The study investigates what affects kindergarten teachers and other employees’ willingness to sing in kindergarten. The study seeks to understand how sense of security, self-esteem and spontaneous singing activities can promote song culture. The aim is to develop educational music practices that strengthen the role of singing in kindergarten and kindergarten teacher education. The research question is: What type of arguments do kindergarten teachers put forward in relation to staff singing in kindergarten?

The study found that low self-esteem and fear of being assessed/judged by peers are key barriers to singing among kindergarten staff. At the same time, spontaneity, humour and sense of security in the kindergarten community can strengthen willingness to sing. Silly songs and informal gatherings are highlighted as low-threshold approaches that can reduce performance anxiety. The study concludes that strengthening musical self-esteem through education and continuing education is essential for promoting song culture in kindergarten.

The study uses a qualitative approach involving data collection through two group interviews and one individual interview, conducted via Zoom. A total of six kindergarten teachers with different work experience participated, and the interviews were transcribed and analysed using thematic and abductive analysis. The analysis was performed by identifying patterns and themes in the data material, where the researchers’ teamwork included colour coding and categorisation to structure the findings.

Bæverfjord, H., & Sæther, M. (2023). Å synge eller ikke synge. Om hva som skal til for at barnehagelærere og andre ansatte i barnehagen vil synge. Explorative Perspectives in Music and Education, 145.