The use of songs in the teaching and learning process of early childhood a study of selected schools in the Oforikrom Sub-Metro of the Ashanti Region

Abstract

The study examined how teachers, caregivers and handlers employ music in their daily activities and the type of songs used. It inquired into the contribution of songs and musical activities in the teaching and learning process and the response of pupils to music in their studies at early childhood. It also ascertained the teachers’ and handlers’ ability to use music and its qualities in the teaching process. In addition, it also found out the resource situation for music making at the early childhood. The mixed method and simple random sampling with questionnaire, interview and observation guides were used. It was realised that most of the early childhood teachers have challenges making music a part of the teaching process. Teaching and learning materials in the area of music were hard to come by, and the few instruments available were not in the best of condition. The study revealed an under-utilisation of music as a tool for imparting knowledge to the pupils on the part of the teachers who exhibited gross inability to appropriately adopt music/songs in the teaching and learning process. The study also showed the lack of musical instruments to enable the pupils manipulate and learn on first-hand experience. The implication of the lapses means deficient learning situation which can drastically reduce teachers’ confidence and impede learners’ holistic development.