engleski

Contribution of Children’s Self- Organised Musical Activities to the Lifelong Learning of Preschool Teachers

The aim of the paper is to point out the importance of children’s active, exploratory manner of acquiring musical skills and knowledge in authentic processes of performing, creating, and listening to music as a form of a constructivist paradigm within the framework of music education (Webster, 2011 ; Wiggins, 2016). With adequate support and motivation from teachers during the process of education, such activities can develop into the child’s self-organised musical activities. During the conducted action research (AR), children’s musical activities were encouraged, tracked, and documented. With the appropriate support (“scaffolding”) and motivation from preschool teachers, they have developed into self-organised creative musical activities of children. It was concluded that a stimulating spatial and material environment, active participation of children in the creation and organisation of musical activities, as well as adequate and unobtrusive encouragement and support from preschool teachers can affect the increase in the frequency of self-organised creative and musical activities of children in the process of education. Through the AR, preschool teachers enrich and develop their competencies necessary for implementing high-quality creative and musical activities, which are important for children and their development. The spontaneity and creativity of the child and the direct experience in musical and creative activities are forms of lifelong professional development and training of preschool teachers, who, because of the children, reinvent and excite their own, often repressed, creativity.

action research ; lifelong learning of preschool teachers ; preschool children ; self-organised musical and creative activities

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