Music and Media in the Work of a Teacher-Educator of a Small Child

Abstract

The discourse was undertaken in the work, showing music and media in the work of a child educator and babysitter. The terminology used in the prepared article has been clarified. «Music» as a concept is a direct reference to musical activity, understood as the child’s spontaneous willingness to participate in fun with music and music. «Media» is nothing else than IT equipment and communication platforms accompanying the progress of digitalization, which have contributed to the metamorphosis of the social and educational environment. A «teacher-educator» is a person who undertakes work to care for and raise a small child. An individual who expects thoughtful interactions supporting their overall development, polysensory stimulation and safety, attention and acceptance in dialogue, as well as building bonds and relationships. In this regard, early childhood educators often use «e-skills» to strengthen their agency. The text emphasizes the opportunities and threats resulting from the mediatization of education and initiated musical expression. The aim of the article is to show, from the perspective of the analyzed literature and conducted research, the issue of teachers’ use of digital media in the process of stimulating the musical activity of young children. Indication of opportunities, threats and limitations resulting from their introduction into the process of care, upbringing and education, especially from the perspective of distance and traditional teaching. The analysis was prepared on the basis of a literature query, interview reports as well as the author’s thoughts and experiences. The results of the exploration showed the high mobility of the respondents in search of the methodological and musical material based on useful games and forms of children’s activity. They also indicated the importance of direct musical influence, carried out in the adult-child dialogue, in the process of upbringing, care and education conducted at the propaedeutic stage of upbringing. The recommendation of the work was to emphasize the strategy of slowly and carefully introducing the media to the child’s music education. The importance of direct musical influence in dialogue arouses the student’s joy and interest in propaedeutic forms of musicmaking.