Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 146-160).

The following content is a way of trying to understand how music is practiced in Swedish preschools. To understand this, we have looked into preschool teachers' interest and knowledge in music, to see if or how their musical background may affect their teaching methods and didactics about music. The study relies on interviews with eight preschool teachers. This data has then been subjected to a phenomenographic analysis. The background of our interest in this particular subject stems from an observation of how the utilization of music has decreased in Swedish preschools. We have seen less musical instruments in the environment, and the importance of music appears to have faltered over time. We also make an attempt at understanding why math and language hold priority over music in Swedish preschools. The study is based on two theoretical perspectives: Haberma's thoughts on modern society, and Vygotsky's sociocultural theory. The result shows that preschool teachers display a great interest in music, in addition to basic knowledge with grounds in their education. It also displays their willingness to use produced music from digital platforms. While the children receive opportunities to choose what music to play, the study also shows a lack of encouragement of the children's own music making by the educators. Factors such as a lack of time, routines, large groups of children, and loud noise are referenced as underlying reasons that limit childrens' opportunity to make music. Experiences of pressures from curricula and school subjects, in addition to the attitude of colleagues also affect the role music plays in everyday life.