ABSTRACT
First, we want to say something about the context from which the examples are taken. In Sweden, there is a public preschool that almost all children 1-5-years-old attend. The preschool practice is characterised by play and learning as integrated features of activities. There is a national curriculum with goals to strive for, both in the social areas and in domains of knowing that can be recognised as school subjects, such as mathematics, science and language. The goal to strive for related to music is that children should be able to express themselves in many different forms of aesthetics. The preschool teachers are ‘generalists’, that is, they tend not to have any particular expertise in music. Children frequently work in small groups in both teacherand child-initiated activities and the major part of the time spent in preschool is devoted to ‘free play’. The examples we will discuss in this text come from a typical preschool near a city located in an area with many ethnicities represented. The adults that participate in the activity are in these cases the two researchers who are also qualified teachers, and thus familiar with the setting and its tradition. The children were invited to try the MIROR technology in one of the rooms at the preschool where the technology was set up.
