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The aim of this article is, through theory, research and practical experiences, to discuss how informal teaching and learning situations exemplified by activities including music plays a part in Early Childhood Education and Care (ECEC). The theoretical frame in this article is based on perspectives on informal teaching and learning in music and in general (Green 2002, 2008; Henze, 2009; Folkestad, 2006; Mak, 2007). The tradition in Norwegian ECEC centers has been based on informal learning processes mainly through social interaction, play, dialogs, aesthetical and outdoor activities in everyday life. ECEC teachers challenged to articulate Informal teaching and learning as professional educators. In light of that statement it is introduced, theoretical perspectives and studies of professions (Abbott, 1988; Grimen, 2008; Heggen, 2008; Polanyi, 2002). The author describes and discusses opportunities of music in ECEC centers and how music can contribute learning in informal learning situations. The discussion refers narrative episodes from observations of ECEC practice. Methodology is based on thematic analysis inspired of Riessman (2008) and Polkinghorne (1995).
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