ABSTRACT

The aim of this study is to investigate educational implications of spontaneous song-making and singing (SSMS) among 3-year-old children. Observations were conducted on the SSMS of a 3-year-old child named Byeory at the T Childcare center in W City over a 15-week period, supplemented by interviews with parents and teachers. Data were gathered through observation notes, video recordings, and interview transcripts, and were analyzed using qualitative analysis method based on the five-step cycle proposed by Yin (2021). Research findings reveal that Byeory's SSMS occurred in various everyday contexts, fostering the musical development of young children and providing opportunities for peer interaction and emotional expression. Furthermore, it was observed that Byeory's SSMS experiences were dynamically shaped and enhanced through emotional support, including environmental support from parents and teachers. In conclusion, this study highlights the educational value of early childhood SSMS enriched with creative elements, stressing the importance of attentive and proactive support for spontaneous and creative musical experiences that unfold in daily lives of young children.

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