«Korkompiser» – en unik måte å utvikle samhandlingskompetanser på for barn i småskolen?

En analyse av to korkompiser i et inkluderende klassekor

Abstract

Thriving psychosocial school environments are a priority. Studies show that music positively impacts well-being, mastery, and community, though research on school-based initiatives remains limited. The Danish program Alle kan synge (AKS, Everyone Can Sing) aims to strengthen social relations and sense of community by developing interaction competencies in children through class choirs. This study explores the AKS choir buddy system, where two children support each other during singing. We analyse one buddy pair’s interaction and discuss how it aligns with AKS’s goal of building interaction competencies. Video microanalysis identified four themes:  unreciprocated initiatives, touch to capture attention, movement negotiation, and synchronous movements. The findings suggest the buddy system provides opportunities to experience turn-taking, synchrony, and joy of mastery, thereby fostering interaction competencies. However, careful implementation is crucial to balance support and challenge, ensuring that no child is overburdened with responsibility. The buddy system shows potential for inclusively enhancing interaction competencies.