Anthology of songs for kindergarten teaching and learning in Gomoa Central District

Abstract

The study sought to address the decline use of songs as a teaching tool in kindergarten classrooms documenting indigenous songs that are appropriate for teachers in teaching the four (4) thematic areas enshrined in the kindergarten school curriculum. It focused on collection and compilation of indigenous songs suitable for teaching the 4Rs (reading, writing, arithmetic, and creativity) of the 2019 Kindergarten curriculum. It highlighted how teachers could use such songs regarding selection, categorisation, values, and sonic simplification to address issues of the 4Rs in the kindergarten classroom. Convenience and purposive sampling techniques were employed to sample 40 teachers, 10 head teachers, and two community members for the study. The research employed interpretivism, qualitative, and case study as research, paradigm, approach and design respectively. Interview and observation were used for data collection and analysed thematically through deductive approach for categorisation and selection of appropriate songs for teaching musical concepts in an integrated manner. The study revealed a prevalent underutilisation of songs as a means to foster cognitive and psychomotor development among pupils, attributed to several factors including inadequate repertoire of indigenous songs, kindergarten teachers' incomplete understanding of early childhood curriculum content, and their consequent challenge in tailoring teaching strategies to the developmental needs of their pupils. The study recommended that teachers should get repertoire of indigenous songs from resource persons and community members to promote teaching and learning as well as help pupils to synchronise songs sung at school and what they experience in their various communities. It is also recommended that the Ghana Education Service considers staffing all kindergarten classrooms with qualified music and dance teachers, given the inherently musical nature of kindergarten education. Furthermore, teachers are encouraged to incorporate daily activities that promote sound discrimination, music interpretation, and music appreciation in their classrooms.