‘ <i>Belonging, Being and Becoming</i> ’: Supporting preschooler’s identity development through <i>Musicking</i>

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.