"Om man inte vill spela – då blir det jättesvårt" : en studie av en grupp förskolebarns musikaliska lärande i fiolspel
Sammanfattning: This dissertation project involved following a group of six pre-school children (five years old) in the first year of their learning the violin together and where their parents were present at the lessons. The purpose of the study was to generate a theory which could increase our understanding of how small children learn an instrument where their parents are present at the lessons. The focus was on the child’s perspective. In line with Grounded Theory, the theory was built up as the investigation proceeded. All the lessons and concerts during the first year of learning were observed. The children, parents and teacher were interviewed three times. From the observations there emerged “leads” that were followed up in subsequent observations, interviews and chats. From the leads came categories, from which in turn came the core category learning style. The children differed in their ways of concentrating and of imbibing, dealing with and remembering information. They had different learning styles. Environmental, emotional, social, physiological and psychological factors affected each child’s learning style to a different extent. The study’s theory of learning style was subsequently integrated into the Dunn & Dunn Learning Style Model and could thereby be regarded as formal. The conclusion is that if the teacher is to pay regard to the children’s individual learning styles (these having chiefly to do with different perceptual preferences), he or she must present the content of the lesson in different ways.
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