The Use of Music to Enhance Diversity in the Pre-School Learning Environment


Authors : Peter Obeng

Volume/Issue : Volume 7 - 2022, Issue 1 - January

Google Scholar : http://bitly.ws/gu88

Scribd : https://bit.ly/34Ck0nI

DOI : https://doi.org/10.5281/zenodo.6350076

Abstract : The purpose of the study was to find out how music can be used to enhance diversity in the pre-school learning environment in the AfigyaKwabre North District in the Ashanti region of Ghana. The researcher used qualitative method approach in conjunction with interpretivists’ paradigm and implemented the case study strategy. The instruments used were interview, observation and Ghanaian pre-school creative Arts curriculum. Purposive sampling technique was used to select sixteen participants (ten pupils, five teachers, and one early childhood coordinator).The schools were conveniently selected. The study revealed that diverse music in the pre-school learning environment aids better understanding of diverse cultures, and removes unbiased thinking among children. It was also revealed that preschool children are actively engaged in learning new musical works to discover musical ideas. The study concluded that pre-school children appreciate the differences among themselves and share their commonalities when they learn music from different ethnic backgrounds. It was recommended that music education in the pre-school learning environment should not be one sided rather select from diverse musical cultures in the pre-school setting. The study also recommended that learning of music from diverse ethnic cultures enables pre-school children to explore new concepts. The study suggested that pre-school teachers should not exhaust the early childhood music curriculum with western and contemporary music materials, and leave no space for Ghanaian children’s cradle songs. Opportunities should be given to pre-school children to study concepts and accept unfamiliar music and sounds.

Keywords : Commonalities, Curriculum, Diverse, Interpretivist and Multicultural.

The purpose of the study was to find out how music can be used to enhance diversity in the pre-school learning environment in the AfigyaKwabre North District in the Ashanti region of Ghana. The researcher used qualitative method approach in conjunction with interpretivists’ paradigm and implemented the case study strategy. The instruments used were interview, observation and Ghanaian pre-school creative Arts curriculum. Purposive sampling technique was used to select sixteen participants (ten pupils, five teachers, and one early childhood coordinator).The schools were conveniently selected. The study revealed that diverse music in the pre-school learning environment aids better understanding of diverse cultures, and removes unbiased thinking among children. It was also revealed that preschool children are actively engaged in learning new musical works to discover musical ideas. The study concluded that pre-school children appreciate the differences among themselves and share their commonalities when they learn music from different ethnic backgrounds. It was recommended that music education in the pre-school learning environment should not be one sided rather select from diverse musical cultures in the pre-school setting. The study also recommended that learning of music from diverse ethnic cultures enables pre-school children to explore new concepts. The study suggested that pre-school teachers should not exhaust the early childhood music curriculum with western and contemporary music materials, and leave no space for Ghanaian children’s cradle songs. Opportunities should be given to pre-school children to study concepts and accept unfamiliar music and sounds.

Keywords : Commonalities, Curriculum, Diverse, Interpretivist and Multicultural.

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