Lyssnandets didaktik som grundton i flerstämmig undervisning–exemplet rytmatik

The study investigates teaching in Swedish kindergartens, focusing on what characterises content in a teaching programme where children actively explore both rhythm and mathematics, called ‘rhythmatics’. The research question is: What characterises the content of a teaching programme based on a didactic and poststructurally informed teaching approach focusing on music and mathematics in kindergarten?

The results indicate that such an interdisciplinary approach, which integrates listening didactics, can help develop both musical and mathematical understanding in children. The researchers believe the method promotes children’s participation and allows for creative, unpredictable learning processes that challenge traditional subject boundaries. They argue that rhythmatics can be seen as an example of a new, interdisciplinary method of teaching in which music and mathematics are treated equally.

The researchers conducted a didactically oriented, abductive analysis of theory-based teaching programmes in 130 kindergartens in ten municipalities in Sweden. The number of people who participated in the teaching that was analysed was approximately 240, including 175 primary school teachers, 55 pedagogical leaders and ten administrative leaders.

Holmberg, Y., Roth, A. C. V., & Stensson, C. (2022). Lyssnandets didaktik som grundton i flerstämmig undervisning–exemplet rytmatik. Nordisk barnehageforskning, 19(4), 183–205.