‘Sing, sing, sing’ embodiment and situationality in the singing development of early education and care professionals

This hermeneutically oriented case study examines how early childhood education and care (ECEC) professionals' situation/body circuit appears in singing. Situationality and embodiment are analysed through Rauhala's regulative situational circuit (RSC), where the situation (the person's existential situatedness and meaningful relations in the world) and the body regulate each other. Although the well-being benefits of singing are widely recognised, its occurrence in ECEC varies, and opportunities for singing training have declined. By applying Rauhala's philosophical framework to empirical ECEC data, this study offers a novel theoretical perspective on professional singing practices.Empirical findings were interpreted through a theory-driven approach. Data were collected in Finland through a national survey (N = 312), where over half of respondents reported insufficient preparation for singing with children and a need for further education. In addition, singing training surveys (N = 13) showed increased workplace singing, spontaneity, joy, courage and breathing focus, aligning with national survey findings. Needs, barriers and awareness in singing training were explored through dialogue between researchers' pre-understanding, data and previous studies. The findings highlight how changes in embodied experience can transform situational pre-understanding and support a more singing-oriented operational culture of ECEC.