Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills

South African Journal of Childhood Education


 
 
Field Value
 
Title Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills
 
Creator Arasomwan, Deborah A. Mashiya, Nontokozo J.
 
Subject — early childhood care and education; urban setting; songs; music-based pedagogy; communication skills
Description Background: Early Childhood Care and Education (ECCE) learners have unique needs, and specific pedagogies, therefore, need to be employed to support the acquisition of their essential skills. A great deal of research has been conducted on the use of music-based pedagogies to teach mathematics, life skills, civics and literacy at various levels of education. In South Africa, where ECCE is a relatively new educational sector, very little structure has been put in place to facilitate using music-based pedagogies to teach communication skills to ECCE learners.Aim: The aim of this study was to explore ECCE educators use music-based pedagogies to positively impact children’s communication skills and language development.Setting: The qualitative case study was conducted at two Urban ECCE centers in Durban, KwaZulu Natal Province, South African.Method: The study was informed by a social constructivist paradigm underpinned by Vygotsky’s sociocultural theory, focussing on ECCE learners’ interaction with the more knowledgeable other (MKO). Data were generated through semi-structured interviews and classroom observations with six educators, and through document analysis. The data were analysed using thematic analysis.Findings: The study confirmed that the ECCE educators have some levels of understanding of using music-based pedagogies as a strategy for teaching communication skills to children aged from three to four, but there are constraints. These limitations include insufficient training, a lack of musical resources and the non-inclusion of music-based pedagogies in both the pre-service teachers’ curriculum and the ECCE curriculum.Conclusions: The study recommended a comprehensive review of the content and implementation of the ECCE curriculum in relation to music pedagogy.
 
Publisher AOSIS
 
Contributor
Date 2021-08-20
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Interview
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v11i1.896
 
Source South African Journal of Childhood Education; Vol 11, No 1 (2021); 12 pages 2223-7682 2223-7674
 
Language eng
 
Relation https://sajce.co.za/index.php/sajce/article/view/896/1868 https://sajce.co.za/index.php/sajce/article/view/896/1869 https://sajce.co.za/index.php/sajce/article/view/896/1870 https://sajce.co.za/index.php/sajce/article/view/896/1871
 
Coverage — Chronological Females
Rights Copyright (c) 2021 Deborah A. Arasomwan, Nontokozo J. Mashiy https://creativecommons.org/licenses/by/4.0