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MUSIC IN EARLY CHILDHOOD EDUCATION, A COLLECTION AND ANALYSIS OF 20 NURSERY RHYMES FROM THREE SCHOOLS IN ODEDA LOCAL GOVERNMENT

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[icon type=”icon-pencil”]: MUSIC IN EARLY CHILDHOOD EDUCATION, A COLLECTION AND ANALYSIS OF 20 NURSERY RHYMES FROM THREE SCHOOLS IN ODEDA LOCAL GOVERNMENT
[icon type=”icon-book”]: Chapter 1 – 5
[icon type=”icon-book-open”]: 68 Pages
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[icon type=”icon-doc-line”]: Ms Word format

This study, MUSIC IN EARLY CHILDHOOD EDUCATION, A COLLECTION AND ANALYSIS OF 20 NURSERY RHYMES FROM THREE SCHOOLS IN ODEDA LOCAL GOVERNMENT contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords: MUSIC IN EARLY CHILDHOOD EDUCATION, A COLLECTION AND ANALYSIS OF 20 NURSERY RHYMES FROM THREE SCHOOLS IN ODEDA LOCAL GOVERNMENT


RESEARCH BODY

CHAPTER ONE

INTRODUCTION

1.1       Background of the Study

Throughout human history and across all cultures, individuals have produced and enjoyed
music. Music can, also, be linked into various curriculum and instruction models to increase
learning. For example, songs to develop physical coordination, teach phonics, provide
opportunities for creative dramatics, contribute to a greater understanding and appreciation of
people, places, and cultures, and bring new meanings to the study of history (Bowles 1998).

Music educations in the preschool periods not only enable the child to experience and
enjoy music, and to relax in it, but also help develop the child’s music abilities, skills and
knowledge (Bowles 1998). Music activities present an independent form of expressing oneself
through music; encourage a liking for sound playing and movements. They develop perception
abilities and increase their span of attention, develop motor skills, verbal communication and
social behavior. The level of expressing interest in music activities and the level of development
of music abilities are closely linked with the child’s first experiences in music (Temmerman,
2000). For this reason, it is important that children are offered a variety of musical experiences
beginning, at least, in the preschool period so that they can form a positive relationship towards
music.

Music is a developmentally appropriate and socially engaging way to learn. Music
effectively engages children because it is a natural and enjoyable part of their everyday lives.
Children hear music or sing while with adults or other children, for example, watching
television, riding in the car, at school and as part of bedtime rituals.

Children create songs and music naturally during play with others, for example in the
bathtub, 4-year-old, Levi, (all names have been changed to protect confidentiality) changes the
words to a song he learned at preschool. Instead of “Swimming, swimming, in the swimming
pool,” his version recalls “Swimming, swimming, in the Lake George” during a family trip.
Some children entering an early childhood program come with some experiences in
music and sometimes do have well defined musical preferences. For example, they come with
responses to musical sounds from television, radio, voices, and elsewhere from their
environment. At times, children imitate or “tag on” to the end of songs as they copy what they
hear being sung, lag behind a bit, and add on the end of the song.

Music activities are flexible teaching tools that provide enjoyable opportunities for
socialization (Gfeller, 1983). Sometimes children’s introduction to music usually occurs in a
social context, singing with family and family friends (O’Neill, 2002). This social context
widens even further when the early childhood teacher enters their young lives.
During the process of enculturation (i.e., learning the values and practices of a particular
culture, North et. al. 2000), children develop their personal tastes in many things including
music. The music that they hear the most is likely to become what they like the best. So it
follows that what the teachers and parents listen to the most will probably also become the
children’s favorites. If an adult obviously enjoys music and actively participates in it, whether
expert or not, children will respond heartily and creatively.

Music helps young children synthesize experiences, transition into new activities, calm
down during naptime, share cultural traditions, and build self esteem and a sense of community (Gardiner et.al., 1996). It also can improve academic performance in language and math
(Gardiner et.al, 1996; Gardiner, 2000; Deasy, 2002)

Learning about music from varied countries can help teachers to reflect on music from a
variety of ethnic cultures, balanced with American folk music, western art music and African
traditional music, which should historically and traditionally serve as core of music programs
(Moore, 1992). It exposes children to the art form of music- its structure and elements, its
musical characteristics, styles, forms and genres, as they relate to human expression. It seeks to
acquaint students with the roles that music has played throughout time and across cultures.

1.2       Statement of the Problem

Teachers who graduate from early childhood education programs are often ultimately
responsible for implementation of music in early childhood education settings (Music for All
Foundation, 2004; Nardo, Custodero, Persellin, & Fox, 2006). In a situation-specific context
such as the teaching of music in early childhood education settings, any concerns that pre-service
teachers have about their competence as music educators may eventually result in the
implementation of poorly conceptualized and ineffective learning experiences in music that
involve little more than a token commitment of effort and time. If people tend to avoid situations
they believe exceed their capabilities, but undertake activities they judge themselves capable of
handling (Bandura, 1977), it is imperative to find ways to foster pre-service teachers’ self efficacy to teach music.

Many classroom teachers integrate music as a way to gain the children’s attention and
motivate their learning. For example, teachers use music as a vehicle for other academic objects,
such as singing a song to memorize certain concepts (Caine & Caine, 1994). Others use music as
a way to enhance the overall mode of the classroom, such as playing background music or as
entry to participation in school or community events, such as holiday concerts (Bresler, 1995).
However, teachers seldom integrate musical concepts, or regard them as being on the same level
of importance as other subjects (Baker & Saunders, 1994; Bresler, 1993; Giles &Frego, 2004;
Propst, 2003; Whitaker, 1996. Many teachers say that they would like to spend more time
incorporating music, but state they need to spend more time in other subjects to prepare children
for standardized proficiency tests (Bresler, 1993; Persky, Sandene, &Askew, 1998).

1.3       Purpose of the Study

The purpose of this study is to examine the music in early childhood education a collection and analysis of 20 nursery rhymes from three schools in Odeda Local Government in Ogun State.

1.4       Significance of the Study

The significance of this study has practical implication on the future of early childhood
programs. Gaining the perspectives and observed uses of music in preschool programs both in
the United States and Kenya may promote understanding its effectiveness with early childhood
development and learning within preschool level programs. Additionally, learning more about
its use within two different countries can provide additional strategies for its use across diverse
cultures.

This qualitative analysis, although confined to preschool teachers of children 3 to 5 years
only, may lead to further studies to support the development of curriculum that includes music as
a medium for teaching that links to improved development in young children.

1.5       Research Question

  1. What is Music?
  2. What are the effect of music in Early childhood education?
  3. Do preschool teachers include music in their preschool curricula?
  4. What are the teaching strategies /content of instruction in singing, moving and playing
    instruments as used by teachers regarding the use of music?
  5. What type of technology are teachers using that promote music?
  6. How do the children create and respond to music within the preschool learning
    environment?
  7. What are some of the resources, materials and facilities teachers use for teaching and
    promoting music within their programs?

1.6       Definition of Terms

Music: Is an art of creating and making pleasant and organized sound either with the human voice or musical instruments.

Music Education: Is a musical course that explains and teaches how music can be instilled and passed to others, effectively.

Early childhood: The period of life from birth to eight years of age.

Rhymes:correspondence of sound between words or the endings of words, especially when these are used at the ends of lines of poetry.

Keywords: MUSIC IN EARLY CHILDHOOD EDUCATION, A COLLECTION AND ANALYSIS OF 20 NURSERY RHYMES FROM THREE SCHOOLS IN ODEDA LOCAL GOVERNMENT



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