<p><strong>Abstract</strong></p><p> The purpose of this essay is to compare in what way pedagogues in pre-school in comparison to pedagogues in school use music as an implement to stimulate children’s language development. The essay is built on qualitative written interviews on four pedagogues, two pre-school teachers and two class teachers, along with relevant literature concerning music in relation to language development.</p><p>In the interviews it was shown that music is used in a greater extent by the pre-school teachers, compared to the class teachers. Activities containing elements of music is situated on a daily basis in preschool, where the two interviewed pre-school teacher’s works. There is a clear awareness of why music is used and some of the reasons are: through singing and movement all senses are used, which improve the memory of the children in a specific task or activity. It is a lustfully teaching method, which often contribute to more engaged children in comparison to traditional tuition. Rhythm to words and syllables help children understanding the form of the language.</p><p>In the essay one part is focused on the human brain, since it has a significant roll, to why music can be used as a pedagogic tool regarding children’s language learning. Literature gives other dimensions to the function of music in pre-school and the early years of school.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:kau-5368 |
| Date | January 2010 |
| Creators | Snabb, Sven |
| Publisher | Karlstad University, Karlstad University, Karlstad University |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
| Relation | Karlstad University Studies, 1403-8099 |
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