Strengthening early childhood teacher education towards a play-based pedagogical approach through a music intervention programme

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dc.contributor.author Van As, A.
dc.contributor.author Excell, L.
dc.date.accessioned 2021-05-13T12:07:51Z
dc.date.available 2021-05-13T12:07:51Z
dc.date.issued 2018
dc.identifier.citation Van As, A., & Excell, L. (2018). Strengthening early childhood teacher education towards a play-based pedagogical approach through a music intervention programme. South African Journal of Childhood Education, 8(1), pp. 1-10. en_ZA
dc.identifier.issn 2223-7682
dc.identifier.uri https://hdl.handle.net/10539/31270
dc.description.abstract Background: Music as one of the creative arts offers an ideal vehicle to implement alternative teaching and learning strategies, including the implementation of purposeful but playful pedagogies that are increasingly being acknowledged as the most appropriate way of teaching young children. However, within higher educational institutions, it is becoming more difficult to develop sufficient content knowledge and confidence in student teachers to teach playfully through music. Students being unaware of playful music strategies favour ‘desk bound’ methodologies. Aim: This article explores a music intervention aimed to deepen students’ understanding of and ability to teach playfully through music and reflects on a shift in students’ understandings and perceptions in response to the intervention. Setting: This article reports on the first 2 years of a music intervention programme which was offered to second-year early childhood education students studying for their BEd degree. Methods: The research design is both qualitative and quantitative in nature. It explores how students experience challenges with music education and to explain the nature of these challenges. We outline a music intervention programme designed to deepen student teachers’ understanding, ability and confidence to teach playfully through music. We made use of questionnaires, interviews and observations to explore the success of this intervention programme. Results: These showed that students’ were positive, showing that students deepened their insights and increased their confidence to teach playfully through music. Conclusion: In conclusion, the authors show that well-considered music education offers a viable way to enhance a playful approach to teaching and learning in the early years. en_ZA
dc.language.iso en en_ZA
dc.publisher en_ZA
dc.rights © 2018 Aletta J. van As, Lorayne Excell | This work is licensed under CC Attribution 4.0 en_ZA
dc.subject Pedagogy of play en_ZA
dc.subject music education en_ZA
dc.subject music methodologies en_ZA
dc.subject early childhood education en_ZA
dc.subject pedagogical content knowledge en_ZA
dc.title Strengthening early childhood teacher education towards a play-based pedagogical approach through a music intervention programme en_ZA
dc.type Article en_ZA
dc.journal.volume 8 en_ZA
dc.journal.title South African Journal of Childhood Education en_ZA
dc.description.librarian MM2021 en_ZA
dc.journal.link https://doi.org/10.4102/sajce.v8i1.525 en_ZA
dc.journal.issue 1 en_ZA
dc.article.start-page 1 en_ZA
dc.article.end-page 10 en_ZA
dc.faculty Faculty of Humanities en_ZA
dc.school Wits School of Education en_ZA


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