Focussing on the Australian early childhood sector, this study extends advocacy for supporting children’s identity development through music. The Australian Early Years Learning Framework (EYLF) advocates that educators honour children’s right to a fulfilling childhood alongside their capacity to navigate change and transitions. This value is encapsulated in the EYLF’s title, ‘Belonging, Being and Becoming’. Music is primarily discussed in Learning Outcome Five as a means of encouraging children to be confident and communicate effectively. This study utilised a 3-month practitioner enquiry at a long-day care centre. Participatory observations and arts-informed methods were employed to capture children’s voices and learning dispositions. Data analysis referred to the four areas of the identity concept proposed in the EYLF. The results highlight the value of ‘ Musicking ’ in fostering a sense of belonging, self-discovery and cultural appreciation. Music performances and co-creation have emerged as opportunities for children to express agency and celebrate individual identities. Pedagogical sensitivity and multi-modal experiences are proposed for opening up learning opportunities for young children.

中文翻译：

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' 归属、存在、成为 '：通过乐王支持学龄前儿童的身份发展

这项研究重点关注澳大利亚幼儿部门，扩大了通过音乐支持儿童身份发展的倡导。澳大利亚早期学习框架 （EYLF） 倡导教育工作者尊重儿童获得充实童年的权利，以及他们驾驭变化和过渡的能力。这个价值被封装在 EYLF 的标题“归属、存在和成为”中。音乐主要在学习成果五中讨论，作为鼓励孩子自信和有效沟通的一种方式。本研究利用了一家长期日间护理中心的 3 个月从业者询问。采用参与式观察和艺术知情方法来捕捉儿童的声音和学习倾向。数据分析是指 EYLF 中提出的身份概念的四个领域。结果突出了“乐王”在培养归属感、自我发现和文化欣赏方面的价值。音乐表演和共同创作已成为儿童表达能动性和庆祝个人身份的机会。提出了教学敏感性和多模式体验，为幼儿提供学习机会。