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dc.contributor.authorKnigge, Jens
dc.contributor.authorDanbolt, Ingrid Anette
dc.contributor.authorHagen, Liv Anna
dc.contributor.authorHaukenes, Siri
dc.date.accessioned2022-02-18T13:26:06Z
dc.date.available2022-02-18T13:26:06Z
dc.date.created2021-11-22T17:33:24Z
dc.date.issued2021-12-17
dc.identifier.citationNordic Research in Music Education. 2021, 2 (2), 74-99.en_US
dc.identifier.issn2703-8041
dc.identifier.urihttps://hdl.handle.net/11250/2980083
dc.description.abstractThis study investigates the current situation regarding singing in Norwegian kindergartens. More specifically, how often kindergartens offer singing possibilities to children, in what situations singing is embedded, how valued singing is in such institutions, what singing methods and repertoires the teachers use, and whether teachers have certain underlying goals and beliefs connected to their use of singing. Furthermore, we are interested in whether there are contextual factors that influence the singing practice of a kindergarten/teacher. This exploratory cross-sectional study uses a webbased questionnaire, and the sample consists of 660 Norwegian kindergarten teachers. The statistical analyses cover standard descriptive and inferential statistics. The study’s main findings are as follows: (1) singing is highly valued in most kindergartens; (2) singing is done “very often” in most kindergartens, and the majority of teachers report that they sing with the children daily in a large variety of situations and using mainly Norwegian songs – however, the actual frequency and amount of singing depends on various factors; (3) one of the most important factors regarding singing praxis is musical expertise of teachers, regarding which most teachers rate themselves as below the population average; (4) the teachers mainly sing unaccompanied with the children; (5) they learn new songs mainly through streaming services; and (6) the teachers assume that singing leads to especially positive psychological, social, and cognitive effects on children.en_US
dc.language.isoengen_US
dc.publisherCappelen Damm Akademisken_US
dc.relation.ispartofseriesNordic Research in Music Education;Vol. 2, No. 2, 2021
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectMusic educationen_US
dc.subjectKindergartenen_US
dc.subjectSingingen_US
dc.subjectSurveysen_US
dc.subjectMusical expertiseen_US
dc.titleThe current status of singing in kindergartens in Norway – An exploratory studyen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 Jens Knigge, Ingrid Danbolt, Liv Anna Hagen & Siri Haukenesen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.23865/nrme.v2.2905
dc.identifier.cristin1957437
dc.source.journalNordic Research in Music Educationen_US
dc.source.volume2en_US
dc.source.issue2en_US
dc.source.pagenumber74-99en_US
dc.relation.projectKulturrådet: 678110en_US


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