Den fysiska lärmiljön inomhus lyfts fram som viktig i de styrdokument som förskollärare ska förhålla sig till. Det framkommer dock inte hur miljön ska organiseras för att på bästa sätt leda till utveckling och lärande hos barnen. Syftet med denna studie var att undersöka förskollärares erfarenheter kring planering och utformande av den fysiska lärmiljön inomhus samt hur förskollärarna ser på lärmiljöer i förhållande till lärande och utveckling. Vi valde att göra en kvalitativ studie med semistrukturerade intervjuer som metod för att söka svar på vårt syfte. Studien utgick från det intra-aktiva perspektivet som Hillevi Lenz Taguchi (2012) har utvecklat och introducerat i Sverige. Resultatet av vår studie visar att barns intresse och förskollärares kunskapssyn påverkar utformningen av den fysiska lärmiljön inomhus. Utifrån detta är vår slutsats att den fysiska lärmiljön på förskolan är viktig men även komplex då flera olika faktorer påverkar hur den planeras och byggs upp.

In relation to children’s musical understanding it becomes meaningful to create material and environments fit for exploring, composing and playing with notes. The aim of the study is to examine and analyse a legocomposing project, set in a pre-school environment through an intra- active perspective. The intra-active perspective, musicking, music related agency and the building blocks of music become this studies theoretical resources. The project was conducted during the course of four weeks, with thirteen five-year-olds.The content that appears in intra-activity between agents revolves around the building blocks of music and the relationship between note value and pulse. Learning through music becomes primary, when the children explore, problematize and create meaning through their musical process. The children become different in themselves through intra-activity with Lego, they become legocomposers, music researchers and soundpainters. In this way Lego can be understood as a performative agent. The empirical material, which was generated by video observations, can be divided into two themes. One where the children in intra-activity compose with Lego and one where the process starts in music and then translates into Lego. The result show that the pre-school teacher acts front-player more often when the process starts in music.

This qualitative study has evolved from an ambition to find methods of increasing the possibilities of creating a stronger dialectics between planned music activities and spontaneous sound creating actions. The aim of this study is thus to describe and analyse children´s spontaneous sound creating actions in unplanned activities as a base for future practical didactic procedures in preschools.The concept of music is expanded to include actions in order to make sound and actions that create sounds and the children´s actions are described and analysed through different subjects´ perspectives by means of a posthumanist intra-active perspective. The importance of materiality as well as the context which constitutes children´s everyday life in preschool is shown through the analysis. The children´s sound creating actions are closely related to continuous processes of becomings in which children, materiality, and also the researcher become different in themselves through intra-action. The materiality, the rooms, the size of the group of children and time can be identified as performative agents that enable several potential outcomes and a variety of contents in children´s spontaneous sound creating actions. The study also shows how the children mainly explore the basic music element timbre. This opens discussions regarding didactic implications and new approaches towards the practical staging of music activities in preschool.