Synchronising pedagogy and musical experiences in early childhood: addressing challenges in preschool music education in Kenya
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Date
2009-08
Authors
Andang'o, Elizabeth J. A.
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Abstract
This paper examines pedagogy in early childhood music education and the
resultant learning experiences in music for children in Kenyan preschools. Two
important principles proposed for the synchronisation of teaching and learning in
early childhood music education are cultural relevance and developmental
appropriateness. These terms are operationalised to suit the Kenyan context. The
study described here examined pedagogical practices and children’s musical
activities from both cultural and psychological perspectives, based on the rationale
that music education should be both culturally relevant and developmentally
appropriate. Results suggested that little planning was carried out prior to musical
activities, and that the activities did not always benefit all the children. The results
of this study may be applicable to early childhood music education in a significant
number of Kenyan preschools, since the majority of preschool teachers are trained
using the same curriculum countrywide, hence their approach to music education
is bound to have many commonalities.
Description
Publisher version (Taylor & Francis) available at http://dx.doi.org/10.1080/03004430902944148
Keywords
developmentally appropriate practice, musical activities, identities, culture, multicultural music
Citation
Early Child Development and Care Vol. 179, No. 6, August 2009, 807–821