The purpose of this thesis is to ascertain kindergarten teachers’ attitude to including musical instruments into guided musical activities in kindergartens in Bela Krajina. The theoretical section presents said musical activities: listening, creating, and preforming (playing instruments, rhythmical articulation, and singing). This is followed by a description of a child’s musical development, impactful recommended activities, as well as the positive effect music has on a child’s comprehensive development. The theoretical part also contains current state-of-the-art studies by different authors on carrying our musical activities and including musical instruments, which have indicated that kindergarten teachers seldom opt to include musical instruments. The most common reasons for this are said to be their insufficient knowledge of music and low self-esteem. An overview of the kindergartens in Bela Krajina rounds out the theoretical part of this thesis. The empirical section presents the results of the quantitative research. I designed a survey questionnaire and distributed it among the kindergarten teachers employed in kindergartens across Bela Krajina. I received 44 filled out questionnaires. The research results showed that kindergarten teachers have a positive stance on including musical instruments into guided musical activities. Nevertheless, the frequency of musical instruments being included in activities is determined by: the kindergarten teachers’ musical knowledge and capabilities, the available time and musical instruments, confidence, an inclination for music, the children’s level of interest, the teachers’ education and participation in additional training in this field.
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