Authors :
Peter Obeng
Volume/Issue :
Volume 7 - 2022, Issue 1 - January
Google Scholar :
http://bitly.ws/gu88
Scribd :
https://bit.ly/34Ck0nI
DOI :
https://doi.org/10.5281/zenodo.6350076
Abstract :
The purpose of the study was to find out how
music can be used to enhance diversity in the pre-school
learning environment in the AfigyaKwabre North District
in the Ashanti region of Ghana. The researcher used
qualitative method approach in conjunction with
interpretivists’ paradigm and implemented the case study
strategy. The instruments used were interview,
observation and Ghanaian pre-school creative Arts
curriculum. Purposive sampling technique was used to
select sixteen participants (ten pupils, five teachers, and
one early childhood coordinator).The schools were
conveniently selected. The study revealed that diverse
music in the pre-school learning environment aids better
understanding of diverse cultures, and removes unbiased
thinking among children. It was also revealed that preschool children are actively engaged in learning new
musical works to discover musical ideas. The study
concluded that pre-school children appreciate the
differences among themselves and share their
commonalities when they learn music from different
ethnic backgrounds. It was recommended that music
education in the pre-school learning environment should
not be one sided rather select from diverse musical
cultures in the pre-school setting. The study also
recommended that learning of music from diverse ethnic
cultures enables pre-school children to explore new
concepts. The study suggested that pre-school teachers
should not exhaust the early childhood music curriculum
with western and contemporary music materials, and
leave no space for Ghanaian children’s cradle songs.
Opportunities should be given to pre-school children to
study concepts and accept unfamiliar music and sounds.
Keywords :
Commonalities, Curriculum, Diverse, Interpretivist and Multicultural.
The purpose of the study was to find out how
music can be used to enhance diversity in the pre-school
learning environment in the AfigyaKwabre North District
in the Ashanti region of Ghana. The researcher used
qualitative method approach in conjunction with
interpretivists’ paradigm and implemented the case study
strategy. The instruments used were interview,
observation and Ghanaian pre-school creative Arts
curriculum. Purposive sampling technique was used to
select sixteen participants (ten pupils, five teachers, and
one early childhood coordinator).The schools were
conveniently selected. The study revealed that diverse
music in the pre-school learning environment aids better
understanding of diverse cultures, and removes unbiased
thinking among children. It was also revealed that preschool children are actively engaged in learning new
musical works to discover musical ideas. The study
concluded that pre-school children appreciate the
differences among themselves and share their
commonalities when they learn music from different
ethnic backgrounds. It was recommended that music
education in the pre-school learning environment should
not be one sided rather select from diverse musical
cultures in the pre-school setting. The study also
recommended that learning of music from diverse ethnic
cultures enables pre-school children to explore new
concepts. The study suggested that pre-school teachers
should not exhaust the early childhood music curriculum
with western and contemporary music materials, and
leave no space for Ghanaian children’s cradle songs.
Opportunities should be given to pre-school children to
study concepts and accept unfamiliar music and sounds.
Keywords :
Commonalities, Curriculum, Diverse, Interpretivist and Multicultural.
