Abstract:

In the current situation, a learning child needs the skills to help one develop the competences of lifelong learning, successful adjustment to a rapidly changing environment, technologies, while coping with the challenges of globalisation in the future. The latter skills are being developed during both formal and non-formal education of children. Legal documents of the international organisations (OECD, UNESCO etc.) increasingly emphasise the knowledge and skills gained outside formal education institutions. Non-formal education is being increasingly acknowledged not as a secondary but rather as an equal and necessary element of the education system in the process of self-directed self-creation of child’s personality. The tendency is observed that children too poorly engage (or are engaged) in the processes of the decision-making, while independently deciding and choosing institutions and/ or activities of non-formal education, including music schools which are among the most popular fields of non-formal education for children in Lithuania. A prevailing attitude has it that usually children are influenced by external motives, when adults, parents, encourage or decide for the children, seeking that they professionally mastered a music instrument, this way seemingly satisfying parent’s expectations and dreams in terms of their child’s prospects in the future. From a scientific point of view, the lack of child’s willingness to take part in non-formal education in a long-term run may not result in the anticipated teaching and learning outcomes. The problem question is formulated: what motives determine children’s decision to start attending a music school in the aspect of their and their parents’ experiences?

The qualitative analysis of the content of experiences of children (16 research participants) and parents (12 research participants) obtained by conducting semi-structured interviews reveals that the choice motives for both children and parents is a construct containing multiple meanings, classified into internal and external motives and making a reciprocal influence; however, it is not always related to the strivings of non-formal education of children. The tendency is observed that, nevertheless, child’s decision to attend a music school is based on external motives, usually not depending on that child. In this context, parents’ encouragement and a decision simply made by them, without providing conditions for a child to decide, become the decisive motive. The encouragement of relatives becomes significant and relevant as well: an example of siblings, encouragement of music school pedagogues. The research also identified the internal motives: personal wish, perception of the learning as an investment into the future or proof of own advantage. Parents’ decision to appoint a child to attend a music school is also determined by external motives: encouragement of relatives and music school pedagogues, need for the continuity of the family music performance tradition, strategic location and image of a music school. Also, the internal motives, importance of a formal document certifying the completion of a music school, child’s age or one’s individual traits, including child’s both personal choice and meeting of one’s needs, play the role. The research results displace the prevailing belief in child’s choice being usually determined by parents’ encouragement or decision.

Keywords:

Non-formal education of children, music school, choice motives, parents, analysis of experience.