The subject music is only mentioned twice in the curriculum for preschool Lpfö98 and since other subjects such as science are mentioned much more often, there is a risk that music as a subject possibly may be under-prioritized in preschool. The purpose of this study is to plan, implement and analyze transdisciplinary teaching with focus on musitur (musence), a fusion of the subjects music and science, based on posthumanistic theory. From this purpose, the following questions have emerged; What characterizes musitur in transdisciplinary teaching in preschool and How can intra-actions be visualized at musitur-sessions? The project itself is a student-initiated development work involving transdisciplinary teaching. The empirical material was collected at a preschool in the center of a city with the help of video documentation and the material is meticulously transcribed. The result is analyzed and based on posthumanist theory and includes rhizomatic learning, transdisciplinary learning, bodymind and intra-action, which is described and explained with the help of, among others, the theories and concepts of the researchers Barad, Lenz Taguchi and Palmer. The result of the study shows that the combination of the subjects music and science can lead to the production of musitur. A transdisciplinary learning can thus possibly contribute to broadening insights regarding the two subjects. Furthermore, the result shows that materialities both can slow down and increase interest that may affect the learning in a positive sense.

In order to strengthen the importance of melodically instrumental play in Early Childhood Education it appears essential to design a simplified, structured system as an outset for future users. The purpose of the present study is to examine and analyze how children’s and pedagogue’s altered usage of melodic instruments appears after linear musical activities. Notions used for analysis are derived from a posthumanistic perspective, of which the theoretical recourses of this study are based upon. Generation of empirics was collected with video and photo during three weeks and a total of five observations with two pedagogues and eleven three to five year-old children. A structured system with color-coded markers appears to give meaningfulness to play with melodic instruments as it tends to add an alternative focus of attention to children’s use of the piano. Colored symbols provided a unified starting point for the construction of individual melodies for both children and pedagogues, which altered how they used the piano. The understanding of the colored markers and symbols was linked together and made visible through our participants when sheet music were used during non-linear situations and activities. Various forms of interactions between material, children and pedagogues was emitted during the process, such as the piano without colored markers initially invited the children to play together, yet the structured system tended to make the participants more protective of their play.

Denna kvalitativa studie syftar till att synliggöra pedagogiska miljöers möjligheter att främja alla barns språk- och kommunikationsutveckling. Studien genomfördes på två förskolor på olika orter där respondenterna var förskollärare. Som datainsamlingsmetod valdes turistguidning. Hela studien präglas av den posthumanistiska teorin för att synliggöra hur miljön eller materialet agerar främjande för barnen. För att synliggöra miljöerna och materialens agens analyserades turistguidningen i två omgångar. Den första för att, ur ett posthumanistiskt perspektiv, synliggöra vilka visuella miljöer och material som existerar i den pedagogiska miljön. Den andra analysen genomfördes med fokus på respondenternas utsagor angående miljön och materialets agens. Koder, etiketter och kategorier framställdes därefter ur datan vilket skapade studiens analysmetod. I resultatet framställdes de språkfrämjande material och miljöer samt respondenternas tolkningar av material och miljöer som synliggjordes i de besökta förskolorna. De mest framträdande var: litteratur och läsmiljöer, pedagogisk dokumentation samt alternativ och kompletterande kommunikation. Av resultatet kom studien fram till slutsatsen att material och miljö kan agera språk- och kommunikationsfrämjande. / This qualitative study aims to highlight the opportunities for educational environments to promote all children's language and communication development. The study was conducted at two preschools in different locations where the respondents were preschool teachers. Tourist guidance was chosen as the data collection method. The whole study is characterized by the posthumanist theory to make it visible how the environment or the material acts to promote children's development. To make the environments and the agents of the materials visible, the tourist guide was analyzed in two rounds. The first to, from a posthumanist perspective, make visible which visual environments and materials exist in the pedagogical environment. The second analysis was conducted with focus on the respondents' statements regarding the environment and the material's agents. Codes, labels and categories were then produced from the data, which created the study's analysis method. The results presented the language-promoting materials and environments as well as the respondents' interpretations of materials and environments that were made visible in the preschools visited. The most prominent were: literature and reading environments, educational documentation as well as alternatives and complementary communication. From the results, the study came to the conclusion that materials and the environment can act to promote language and communication.

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