‘I don’t even dare to do it’: problematising the image of the competent and musical child

Abstract

The overarching aim of this study is to problematise the image of the competent and musical child. The study highlights how attending to children’s interactions during a musical practical activity may offer insights into children’s musical fields of interest and help understand the learning processes children are engaged in when they are left to their own devices. We analyse empirical data from a video-recorded session with six preschool children engaged in role-play in a playroom at their preschool. The results show how children actualise and use experiences from popular media. While the children are competent in how to characterise a practice, such as a music talent show, they lack the resources to frame the play activity as a music performance. We use these findings to discuss the potential role of teachers in preschool children’s musical learning.