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Lyssnandets didaktik som grundton i flerstämmig undervisning – exemplet rytmatik
Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).ORCID iD: 0000-0002-4606-5112
Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).ORCID iD: 0000-0002-7134-1916
Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).ORCID iD: 0000-0002-4521-1528
2022 (Swedish)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 19, no 4, p. 183-205Article in journal (Refereed) Published
Abstract [en]

Artikeln baseras på en delstudie i ett FoU-program1 som syftar till att beskriva och vidareutveckla kunskap om vad som kan känneteckna undervisning i förskola. Programmet och delstudien genomförs i samverkan mellan förskollärare, ledare och forskare. Medverkande utprövar fyra teoriinformerade undervisningsupplägg varav föreliggande artikel fokuserar ett didaktiskt och poststrukturellt informerat upplägg. Artikeln vägleds av frågan: Vad kan känneteckna innehåll i undervisning utifrån ett didaktiskt och poststrukturellt informerat undervisningsupplägg med fokus på musik och matematik i förskolan? Artikeln syftar specifikt till att pröva begreppen ”lyssnandets didaktik” och ”rytmatik”. En didaktiskt orienterad abduktiv analys har genomförts. Resultatet öppnar för att den innehållskombination som begreppet rytmatik erbjuder kan prövas som alternativ till mer ämnesinriktad musik- och/eller matematikundervisning där grundtonen för flerstämmig undervisning är lyssnandets didaktik. 

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2022. Vol. 19, no 4, p. 183-205
Keywords [sv]
lyssnandets didaktik, musik, matematik, undervisning
National Category
Social Sciences
Research subject
Child and youth studies
Identifiers
URN: urn:nbn:se:mau:diva-56916DOI: 10.23865/nbf.v19.236OAI: oai:DiVA.org:mau-56916DiVA, id: diva2:1722156
Note

This article describes a substudy of a R&D-programme that investigated teaching in preschool based on scientific theory and proven experience. The collaborative project involved researchers, preschool teachers and administrators. It examined realistic cases in which participants tested theory-informed teaching arrangements. The aim of the article is to try out the concept of listening didactics and rythmatics. The research question is: «What might characterise teaching in preschool based on a didactic and poststructurally informed teaching approach with a focus on musical-mathematics?» Taking a didactics-based poststructural approach, preschool teachers implemented musical-mathematics teaching. A didactically oriented abductive analysis was done. The results show that the content focus of rhythmatics can be tested as an alternative to more disciplinary music and/or mathematics teaching where the keynote in a multivocal teaching is a listening didactic. 

Available from: 2022-12-27 Created: 2022-12-27 Last updated: 2023-01-02Bibliographically approved

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Holmberg, YlvaStensson, CatrinVallberg Roth, Ann-Christine

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