ABSTRACT

Group singing encourages social bonding, which brings a plethora of positive side effects. Music as a subject in the training of Early Childhood Education and Care (ECEC) teachers nonetheless faces cutbacks in many countries. Furthermore, ECEC staff often lack confidence in their singing and music-making abilities, and we might therefore say that their musical identity is negative. Our prior research has found that, despite an individual negative musical identity among individual ECEC staff members, their joint musical identity as a group can be positive. The key word is ‘we.’ In this paper, we analyse the notion of ‘we’ in the context of the concepts of ‘voice shame’ and ‘the squelching of childhood’ as well as research on friendship, trust, and the ‘broaden-and-build’ theory. Our findings indicate that the adult companionship represented by the word ‘we’ is what makes it possible to overcome the squelching of childhood and thus minimise voice shame. We conclude by discussing how our findings might impact the music programme in ECEC teacher training.

摘要

集体演唱会鼓励社交联系，带来很多积极的副作用。然而，在许多国家，音乐作为幼儿教育和关怀（ECEC）教师培训的主题，但面临着削减。此外，ECEC员工通常对其歌唱和音乐创作能力缺乏信心，因此我们可以说他们的音乐身份是负面的。我们先前的研究发现，尽管ECEC的每个工作人员在音乐上都具有消极的身份，但他们作为一个团体的共同音乐身份却可能是积极的。关键字是“我们”。在本文中，我们在“语音羞耻”和“童年的压抑”概念的背景下分析了“我们”的概念，并研究了友谊，信任和“扩大和建立”理论。我们的发现表明，以“我们”一词代表的成人陪伴可以克服童年的压抑，从而最大程度地减少语音羞辱。最后，我们讨论了我们的发现如何影响ECEC教师培训中的音乐课程。