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

Simple item page
dc.article.end-page10en_ZA
dc.article.start-page1en_ZA
dc.contributor.authorVan As, A.
dc.contributor.authorExcell, L.
dc.date.accessioned2021-05-13T12:07:51Z
dc.date.available2021-05-13T12:07:51Z
dc.date.issued2018
dc.description.abstractBackground: 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.description.librarianMM2021en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationVan 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.issn2223-7682
dc.identifier.urihttps://hdl.handle.net/10539/31270
dc.journal.issue1en_ZA
dc.journal.linkhttps://doi.org/10.4102/sajce.v8i1.525en_ZA
dc.journal.titleSouth African Journal of Childhood Educationen_ZA
dc.journal.volume8en_ZA
dc.language.isoenen_ZA
dc.publisheren_ZA
dc.rights© 2018 Aletta J. van As, Lorayne Excell | This work is licensed under CC Attribution 4.0en_ZA
dc.schoolWits School of Educationen_ZA
dc.subjectPedagogy of playen_ZA
dc.subjectmusic educationen_ZA
dc.subjectmusic methodologiesen_ZA
dc.subjectearly childhood educationen_ZA
dc.subjectpedagogical content knowledgeen_ZA
dc.titleStrengthening early childhood teacher education towards a play-based pedagogical approach through a music intervention programmeen_ZA
dc.typeArticleen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
VANAS_~1.PDF
Size:
1.1 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Research Outputs (Education)
Academic Wits Research Outputs (All submissions)