In the theoretical part, we defined creativity and presented encouragement of creativity in children. Next, we described the musical development of preschool children. We also presented the Kindergarten Curriculum, where music education is included in the field of arts. We focused on the planning of musical activities (musical performance, listening to music, and creating in and around music)—methods of musical creation, evaluation of music education goals. Finally, we addressed the role of kindergarten teachers in promoting musical creativity in kindergartens. The research included kindergarten teachers and assistants. The sample consisted of 88 kindergarten teachers from the Črenšovci Kindergarten, Domžale Kindergarten, Ledina Kindergarten, Miškolin Kindergarten, Pedenjped Kindergarten, Sežana Kindergarten, and Znajček Kindergarten. We examined which factors influence the representation of musical creative activities in kindergartens, how kindergarten teachers conduct creative musical activities, which musical creative activities are most represented, and what the kindergarten teachers’ opinions are regarding their professional competencies for leading creative musical activities.
The research results showed that the job position affects the frequency of conducting musical creative activities, with kindergarten teachers conducting these activities more often than assistants. We found that kindergarten teachers implement creative musical activities in kindergartens in very diverse ways and most often provide a stimulating musical creative environment with a permanent or occasional, thematic music corner. Based on the research results, we concluded that kindergarten teachers most frequently carry out movement creation with music as an activity of directed creation with music. The research concluded with the finding that half of the educators feel musically creative.
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