Using music to teach communication to children aged three to four: a case of two urban ECD centres.

Abstract

This qualitative case study focused on the use of music as a pedagogical medium to teach communication skills to children in the early childhood care and education (ECCE) phase (children aged three and four). The study was informed by a social constructivist paradigm, and was underpinned by Vygotsky’s sociocultural theory, focusing particularly on the ECCE children’ interaction with the more knowledgeable other, which was construed as ECCE educators or pedagogical tools. A purposive sample of six ECCE educators at two urban ECCE centres was selected. Data was generated through semi structured interviews, learning environment observation, and document analysis, and then analysed using thematic analysis. This study found that the ECCE children’ acquisition of communication skills can be improved by ECCE educators using musical pedagogical strategies. The study shows that using various music are the most appropriate pedagogies for ECCE children. Additionally, the study discovered musical pedagogies requires educators to have continuous professional development to ensure understanding and effective use of these pedagogies, and that factors hindering use of the strategies include: insufficient training in music as pedagogy; shortage of musical resources, non-inclusion of music as independent early learning and development areas in the NCF curriculum and inadequate government support for the provision of musical resources. The findings from this study are relevant for all stakeholders in the education of ECCE children and ECCE educators. The researcher recommends a comprehensive review of the content and implementation of the ECCE curriculum in relation to music pedagogy; a review of the pre-service teachers’ curriculum to extend their learning of music pedagogy; and adequate government support and funding for musical resources for ECCE centres.