Abstract:
There is compelling evidence that music engagement enhances the sensory, cognitive,
emotional, and motor skills, which are the driving forces behind all learning. This
study aimed to investigate the extent to which music is integrated into the teaching of
numeracy and literacy, and also suggest strategies of integrating music into preschool
numeracy and literacy pedagogy. Three theoretical perspectives underpinned the study
namely the Theory of Multiple Intelligence (Howard Gardener, 1999), the Synopsis of
Multiple Intelligences exemplified in Ephraim Amu’s Ti ri ne Nsa ne Koma Song
(1952), and Robert Root-Bernstein's Synosia Phenomenon (2002) which says ‘to
know is to feel and to feel is to know.’ The study employed a qualitative research
approach through a case study research design. The population for the study consisted
of Nursery and KG teachers in the Awutu Senya East Municipality. A sample size of
18 participants were purposively selected for the study. An interview guide was used
to gather the qualitative data for the study. Responses from the in-depth interview
were transcribed, coded, and analysed to generate themes. The study revealed that
preschool teachers understood the numerous benefits Music brings to a child's
development, particularly in his/her cognitive, psychomotor, social, and emotional
growth. The study again revealed that integrating music into the teaching of numeracy
and literacy in preschool classrooms can enhance children's engagement and
understanding of vocabulary, comprehension, mathematical thinking, critical thinking,
and socioemotional skills. It was recommended that songs in the indigenous
languages (L1) be taught and sung frequently in the school as they are capable of
increasing pupils’ understanding levels in numeracy and literacy as well as instilling
in them, good moral values. It was again recommended that Curriculum designers
could include music-based activities and materials in preschool curricula to promote
the teaching of numeracy and literacy.
Description:
A thesis in the Department of Music Education,
School of Creative Arts, submitted to the School
of Graduate Studies in partial fulfilment of the
requirements for the award of the degree of
Master of Philosophy
(Music Education)
in the University of Education, Winneba