The preschool and school periods are the most important time for intensive music education. In order to successfully enhance a child’s musical development, nursery teachers should ensure that music activities are equally represented within the programme (singing, playing musical instruments, listening to music, listening to music during creative activities, creating music itself, didactic music games). One of the principles that should be followed by nursery teachers and is set out in the Slovene Kindergarten Curriculum (1999) is the principle of a balanced programme. The main purpose of this thesis was to establish if the nursery teachers from kindergartens (“Vrtec Martin Krpan Cerknica”, “Vrtec Postojna”, nursery unit at “Tone Šraj’s Elementary School Nova vas” and from kindergarten “Polhek at Janez Hribar’s Elementary School Stari trg pri Ložu”) follow the guidelines of a balanced programme for musical activities. In addition to that, the thesis’s main focus was to examine to what extent the level of education, additional musical training and years of service influence the implementation of a balanced musical programme. The findings from this thesis suggest that regardless of the level of education, additional musical training or years of service, nursery teachers observed during the research do not follow the principle of a balanced programme of musical activities. Activities which combine creativity while listening to music and creating music itself are the least implemented.
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