Hvorfor musik i dagtilbud? Hvordan kan musik i dagtilbudspædagogikken understøtte barnets identitetsdannelse?

This study examines the developing of small children’s identity through music in Pre School investigating how music could possibly influence the individual child’s development of identity in an institutional context.
Young people’s articulations about music in focus group interviews and small children’s participation in music activities is examined though a phenomenological-hermeneutic-abductivity study design.
The social and institutional developments that affect music in Pre School is reviewed and discussed.
Sense of musical self is explored through two focus group interviews with students studying at the social education, having “expression, music and drama” as their main subjects.
Analytical studies of video observations/micro-analytical studies of small children’s participation in music activities and previous research about sense of musical self, are analyzed and points to the possibility of the developing of the individual child’s identity to be influenced by music activities in Preschool.
Daniel N. Stern’s theory of Sense of self and the concepts; forms of vitality, activation contours and affective vote are taken into perspective as well as Knud Illeris´ theory’s about and attempts to clarify, concepts in relation to the identity and transformative learning processes are discussed.
The concept of identity versus notions of the sense of self are considered complementary.
A model of transformative aesthetic learning processes is presented and a positive effect of reintroduction to diverse music activities in Pre School is argued.