Taking steps: Construction of an analysis tool to study the interaction during a lap game
Keywords:
Early childhood, analysis tool, interaction, emerging research, lap games, multimodality, observation.Abstract
This article discusses the construction of an instrument for the analysis of the adult-child interaction during lap games coming from the traditional repertoire of the Autonomous Community of Catalonia. This research, whicih is part of a Teacher Training and Innovation Project, aims to study from two analytical perspectives musical situations which usually happen during the daily lives of a two-year-old group of children. The research process was emerging while being carried out mainly based on video data collection. As part of the analysis process, an analysis tool and two guides are constructed for categorization, one for music and another for gesture, spacial and linguistic issues. It is, therefore, a tool that takes into account multiple communication modes involved in the realization of lap games, allowing a holistic study. The thoroughness of issues analyzed allows to consider this activity as solid basis for musical learning that let us be aware of the impact for future interactions.References
Ander-Egg, E. (1987). Técnicas de investigación social. México: El Ateneo.
Blanch, S. (2010). Expectatives parentals i pràctiques socioeducatives familiars. Influència mutual. Tesis doctoral. Bellaterra: Universidad Autónoma de Barcelona. Disponible en http://tdx.cat/handle/10803/4781 [recuperado el 27/10/11].
Campbell, P. S. (1998). Songs in their heads. Music and its meaning in children’s lives. Nueva York: Oxford University Press.
Carner, J. (1904). Llibre de poetas. Barcelona: Fidel Giró.
Casals, A. (2009). La cançó amb text improvisat: Disseny i experimentació d'una proposta interdisciplinària per a Primària. Tesis doctoral. Bellaterra: Universidad Autónoma de Barcelona. Disponible en http://tdx.cat/handle/10803/4659 [recuperado el 27/10/11].
Cumellas, J. (1907). Cants de l’infantesa. Glosas de cançons populars. Barcelona: Boileau.
Custodero, L. A. (1998). Observing flow in young children’s music learning. General Music Today, 12(1), 21-27.
Custodero, L. A. (1999). Construction of musical understandings: The cognition-flow interface. Comunicación presentada en el Cognitive Processes of Children Engaged in Musical Activity Conference. Champaign-Urbana, Junio.
Custodero, L. A. (2005). Observable indicators of flow experience: a developmental perspective on musical engagement in young children from infancy to school age. Music Education Research, 7(2), 185-209.
Flewitt, R. (2006). Using video to investigate preschool classroom interaction: education research assumptions and methodological practices. Visual Communication, 5(1), 25- 50.
Gruhn, W. (2005). Children need music. International Journal of Music Education, 23(2), 99-101.
Guba, E. G. y Lincoln, Y. S. (1994). Competing paradigms in qualitative research. En N. K. Denzin y Y. S. Lincoln (ed.). Handbook of qualitative research. Londres: Sage.
Lew, JC-T. y Campbell, P. (2005). Children's natural and necessary musical play: Global contexts, local applications. Music Educators Journal, 91(5), 57 - 62.
Malagarriga, T. y Martínez, M. (2010) (ed.). Tot ho podem expressar amb música. Els nens i nenes de 4 a 7 anys pensen la música, parlen de música i fan música. Barcelona: Dinsic.
Malagarriga, T. y Pérez, J. (2007). La música en las Escuelas Bressol Municipals de Mataró. Un proyecto de innovación, formación permanente e investigación. Comunicación presentada en el II Congresso Internacional de Aprendizagem na Educaçao de Infancia. Oporto, 15-17 de noviembre.
Márquez, C., Izquierdo, M. y Espinet, M. (2003). Comunicación multimodal en la clase de ciencias: El ciclo del agua. Enseñanza de las ciencias, 21(3), 371-386.
Molina, L. (1997). Participar en contextos de aprendizaje y desarrollo. Bases psicopedagógicas para proyectar y compartir situaciones educativas. Barcelona: Paidós.
Norris, S. (2004). Analyzing multimodal interaction: A methodological framework. Londres: Routledge.
Norris, S. (2006). Multiparty interaction: A multimodal perspective on relevance. Discourse studies, 8(3), 401-421.
Olsson, L. M. (2009). Movement and experimentation in young children’s learning. Deleuze and Guattari in early childhood education. Abingdon: Routledge.
Parncutt, R. (2006). Prenatal development. En G. E. McPherson (ed). The child as musician. A Handbook of musical development. Nueva York: Oxford University Press.
Pérez, J. (2008). Avaluació de set materials representatius del programa didàctic aplicat a les Escoles Bressol Municipals de Mataró dins del projecte de formació del professorat 2006/07. Trabajo inédito de investigación de doctorado. Bellaterra: Universidad Autónoma de Barcelona.
Pérez, J. (2011a). La música a la vida quotidiana d’infants de dos anys. Anàlisi de situacions musicals que es desenvolupen en context escolar. Tesis doctoral. Bellaterra: Universidad Autónoma de Barcelona. Disponible en: http://www.tdx.cat/handle/10803/96096 [recuperado el 19/04/13].
Pérez, J. (2011b). Labelling what sounds: A study of the everyday musical activities of a group of two year-olds in a school setting. Comunicación presentada en el 5th MERYC--Music Educators and Researchers of Young Children--Conference. Helsinki, del 8 al 11 de junio.
Rossman, G. B. y Rallis, S. F. (1998). Learning in the field. An introduction to qualitative research. Londres: Sage.
Tójar, J. C. (2001). Planificar la investigación educativa. Una propuesta integrada. Buenos Aires: Fundec.
Trevarthen, C. y Malloch, S. (2002). Musicality and music before three: human vitality and invention shared with pride. Zero to three, 23(1),10-18.
Viladot, L. (2009). Anàlisi d’una proposta d’innovació didàctica a l’escola de música: estudi del procés de composició col·lectiva a l’aula de 3er elemental. Tesis doctoral inédita. Barcelona: Universidad Autónoma de Barcelona.
Young, S. (2005). Musical communication between adults and young children. En D. Miel, R. MacDonald, y D. Hargreaves (ed.). Musical communication. Nueva York: Oxford University Press.
Young, S. y Gillen, J. (2000). Sharing the initiative with 3-4 year old children in two areas of educational research (instrumental music-making and telephone discourse): exploring challenges and rewards. Comunicación presentada en el British Educational Research Association Annual Conference. Cardiff, del 7 al 9 de septiembre.
Young, S. y Gillen, J. (2010). Musicality. En J. Gillen y C. A. Cameron (ed.). International Perspectives on Early Childhood Research: A Day in the Life. Londres: Palgrave Macmillan.
