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. | |
| 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 | |
| Date | 2021-08-20 | |
| 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 |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
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
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