‘Row, row, row your boat’: singing, identity and belonging in a nursery

Abstract

The concept of belonging is widely recognised as a fundamental part of human development and a key element of early childhood curricula. The research presented here explores the role of singing in the development of children's sense of belonging in a day nursery for children aged from six months to two years. The research design incorporated ethnography and portraiture, an approach to narrative inquiry. Data were collected over seven months, with the researcher adopting a participant observer role during regular visits to the nursery. Observation and interpretation of singing focused on relationships between children and adults and between peers. Themes of identity, togetherness, intersubjectivity and communicative musicality were identified in the analysis of data. The portrait shows the intrinsically interactive nature of singing, providing rich evidence of ways in which singing both supports and reflects the children's relationships and hence their sense of identity and belonging. This research contributes to literature on the musical lives of infants and toddlers that supports the value of music, especially singing, in early childhood.

Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes

“…Music’s intrinsic values of interest, enjoyment, engagement, playfulness and choice connect to learning dispositions which promote children’s agency and underpin the five EYLF’s learning outcomes (Dinham & Chalk, 2018; Niland, 2019; Nyland et al, 2015). Music is part of a child’s social culture, providing opportunities to exercise musical agency, play, meaning-making and forming conscious identity (Barrett, 2011; Campbell & Wiggins, 2012; Marsh & Young, 2015; Niland, 2015, 2019; Trinick & Pohio, 2018; Young & Ilari, 2019). Active music-making between ECEs and children builds feelings of connectiveness and supports relationship building (Niland, 2015) and ability to actively contribute to their community (DEEWR, 2009).…”

“…Music is part of a child’s social culture, providing opportunities to exercise musical agency, play, meaning-making and forming conscious identity (Barrett, 2011; Campbell & Wiggins, 2012; Marsh & Young, 2015; Niland, 2015, 2019; Trinick & Pohio, 2018; Young & Ilari, 2019). Active music-making between ECEs and children builds feelings of connectiveness and supports relationship building (Niland, 2015) and ability to actively contribute to their community (DEEWR, 2009). Children’s wellbeing is supported by group singing, playing instruments, valuing music-making efforts and providing musical opportunities for choice, enjoyment and challenge (Custodero, 2005; Klopper & Dachs, 2008; Koops & Kuebel, 2018).…”

Stepping off the drunkard’s path to walk the “wild side”

“…Mamas, 2012), to present findings (e.g. Campbell, 2006; Blackmore and Hutchison, 2010; Niland, 2015), and as a tool for developing the research process (e.g. MacBeath et al , 2009).…”

“…Other researchers have appropriated Portraiture within a framework of narrative inquiry (e.g. Fleet and Kitson, 2013; Moxley et al , 2015; Niland, 2015).…”