The aim of the paper is to point out the importance of children’s active, exploratorymanner of acquiring musical skills and knowledge in authentic processes ofperforming, creating, and listening to music as a form of a constructivist paradigmwithin the framework of music education (Webster, 2011; Wiggins, 2016). Withadequate support and motivation from teachers during the process of education,such activities can develop into the child’s self-organised musical activities. Duringthe conducted action research (AR), children’s musical activities were encouraged,tracked, and documented. With the appropriate support (“scaffolding”) andmotivation from preschool teachers, they have developed into self-organised creativemusical activities of children. It was concluded that a stimulating spatial and materialenvironment, active participation of children in the creation and organisation ofmusical activities, as well as adequate and unobtrusive encouragement and supportfrom preschool teachers can affect the increase in the frequency of self-organisedcreative and musical activities of children in the process of education. Throughthe AR, preschool teachers enrich and develop their competencies necessary forimplementing high-quality creative and musical activities, which are importantfor children and their development. The spontaneity and creativity of the childand the direct experience in musical and creative activities are forms of lifelongprofessional development and training of preschool teachers, who, because of thechildren, reinvent and excite their own, often repressed, creativity.Keywords: action research; lifelong learning of preschool teachers; preschool children;self-organised musical and creative activities. - U radu se želi ukazati na značaj djetetova aktivnoga, istraživačkog načina usvajanjaglazbenih vještina i znanja u autentičnim procesima izvođenja, stvaranja i slušanjaglazbe kao oblika konstruktivističke paradigme u okviru glazbenoga obrazovanja(Webster, 2011; Wiggins, 2016). Uz adekvatnu podršku i poticaj odgojitelja u odgojnoobrazovnomprocesu, takve aktivnosti mogu prerasti u djetetove samoorganiziraneglazbene aktivnosti. Tijekom provedenoga akcijskog istraživanja (AI) poticane su,praćene i dokumentirane djetetove glazbene aktivnosti koje su uz primjerenu podršku(„scaffolding“) i poticaj odgojitelja, prerasle u samoorganizirane glazbeno-stvaralačkeaktivnosti djece. Zaključeno je da poticajno prostorno-materijalno okruženje, aktivnosudjelovanje djece u kreiranju i organiziranju glazbenih aktivnosti te adekvatno inenametljivo poticanje i podrška odgojitelja, mogu utjecati na povećanje učestalostisamoorganiziranih glazbeno-stvaralačkih aktivnosti djece u odgojno-obrazovnomprocesu. Putem AI, odgojitelj obogaćuje i razvija svoje kompetencije koje su potrebneza provođenje kvalitetnih i za djecu i njihov razvoj značajnih glazbeno-stvaralačkihaktivnosti. Djetetova spontanost i kreativnost te neposredni doživljaj pri glazbenostvaralačkimaktivnostima, predstavljaju oblik cjeloživotnoga profesionalnog razvojai učenja odgojitelja koji, zahvaljujući djetetu, ponovno otkriva i pobuđuje svoj čestozatomljeni kreativni potencijal.Ključne riječi: akcijsko istraživanje; cjeloživotno učenje odgojitelja; djeca predškolskedobi; samoorganizirane glazbeno-stvaralačke aktivnosti.
Musical activities for enhancing number concepts in preschool children
