ABSTRACT
A classical area of interest for teachers' professional development is to understand how pedagogical practice in kindergarten is shaped, structured and performed and how personal style is of importance. In this chapter, the authors present stories of Sara and Teresa, two experienced kindergarten teachers who reflect on their affiliation with musical artefacts and how they use them with the purpose of communicating with the children. Their stories shed light on how professional practices are interwoven with the teachers' personal lives. The authors elaborate on three commonplaces in the analysis; artefacts, temporality and performativity, the last referred to as self-staging and style. The research puzzle has been explored since 2008, when they first started their studies of how teachers relate to different kinds of activities and artefacts in kindergarten. The authors aim to develop new insights and understand what constitutes kindergarten as an arena for learning and cultural formation.
