Page 426 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 426
dana Borota
Sloboda, John. 1985. The Musical Mind: The Cognitive Psychology of Music. Ox-
ford: Oxford University Press.
Taylor, Anne. 2009. Linking Architecture and Education: Sustainable Design for
Learning Environments. Albuquerque: University of New Mexico Press.
Thornton, Linda, in Pet Brunton. 2007. Bringing the Reggio Approach to your
Early Years Practice. London: Routledge.
Vonta, Tatjana. 2009. Organizirana predšolska vzgoja v izzivih družbenih spre-
memb. Ljubljana: Pedagoški inštitut.
Vonta, Tatjana, Fanika Balič in Tanja Sakelšek. 2005. ISSA mednarodni certifikat
odličnosti za vzgojitelje in učitelje. Ljubljana: Pedagoški inštitut.
Learning Environment for Music in Kindergarten
ICT offers many possibilities for learning and teaching, but it has to be used
critically to achieve the aims of the subject. The pupThe function of playrooms
in preschool exceeds that of a room for living. They are treated as a learning
environment in which everyday learning situations take place. One of the di-
mensions of efficient learning environment is the organisation and equipment
of space. In the article it is discussed in conjunction with stimulating musical
environment. The findings are supported with the outcomes of a study that
took place in 193 playrooms around Slovenia. The data were gathered with
the assistance of an observation list. The results have shown musical corners
that are defined as stimulating and efficient learning environment for music
are only organised in a quarter of the observed playrooms. Positive relations
were found between quieter corners with music playing in the background
and spontaneous singing of children. Preschool teachers assess music in the
background as positive. Likewise, they do not perceive noise as a disturbing
factor. We find the need for greater accessibility of musical instruments for chil-
dren, especially melodic ones, as well as for greater sensitivity to an effective
musical environment, which is reflected in the cultivation of various forms of
music and in reducing noise.
Keywords: learning environment, playroom in preschool, the art of music, rich
musical environment
426
Sloboda, John. 1985. The Musical Mind: The Cognitive Psychology of Music. Ox-
ford: Oxford University Press.
Taylor, Anne. 2009. Linking Architecture and Education: Sustainable Design for
Learning Environments. Albuquerque: University of New Mexico Press.
Thornton, Linda, in Pet Brunton. 2007. Bringing the Reggio Approach to your
Early Years Practice. London: Routledge.
Vonta, Tatjana. 2009. Organizirana predšolska vzgoja v izzivih družbenih spre-
memb. Ljubljana: Pedagoški inštitut.
Vonta, Tatjana, Fanika Balič in Tanja Sakelšek. 2005. ISSA mednarodni certifikat
odličnosti za vzgojitelje in učitelje. Ljubljana: Pedagoški inštitut.
Learning Environment for Music in Kindergarten
ICT offers many possibilities for learning and teaching, but it has to be used
critically to achieve the aims of the subject. The pupThe function of playrooms
in preschool exceeds that of a room for living. They are treated as a learning
environment in which everyday learning situations take place. One of the di-
mensions of efficient learning environment is the organisation and equipment
of space. In the article it is discussed in conjunction with stimulating musical
environment. The findings are supported with the outcomes of a study that
took place in 193 playrooms around Slovenia. The data were gathered with
the assistance of an observation list. The results have shown musical corners
that are defined as stimulating and efficient learning environment for music
are only organised in a quarter of the observed playrooms. Positive relations
were found between quieter corners with music playing in the background
and spontaneous singing of children. Preschool teachers assess music in the
background as positive. Likewise, they do not perceive noise as a disturbing
factor. We find the need for greater accessibility of musical instruments for chil-
dren, especially melodic ones, as well as for greater sensitivity to an effective
musical environment, which is reflected in the cultivation of various forms of
music and in reducing noise.
Keywords: learning environment, playroom in preschool, the art of music, rich
musical environment
426
