(Taylor & Francis, 2007) Andang'o, Elizabeth J. A.; Mugo, John
The historical development
of early childhood music education
(ECE) in Kenya reveals the challenging
circumstances under which it has, and
continues, to progress. Poverty remains
the most formidable hindrance to the
success of this area of education. Multiculturalism,
the mosaic that defines
Kenya’s rich heritage, also demands
ingenuity from policymakers in formulating
sound guiding principles that are
inclusive of the diverse cultures inherent
in the country. The key to addressing the
challenges of ECE lies in strengthening
the tripartite relationship between
policy makers who are the authors of
the current broad policies, the curriculum
designers, and the teachers who
implement the curriculum. Deliberate
networking of their ideas and activities
provides a way forward in propelling
music education in early childhood.