Factors Influencing ECDE Teachers in Teaching Music and Movement

Abstract

Education is recognized around the world as a basic pre-requisite to development. School is an education center where teachers promote the growth and development of every growing person. This should start early enough for the child’s development hence relevance of Early Childhood Education (ECDE). This study investigated ECDE teachers’ knowledge and perception towards the teaching of ECDE children aged 3 -6 years with music and movement as a teaching technique. The study was carried out in Ishiara Zone of Mbeere North Embu County. The study was carried in nine (9) ECDE centers. The researcher used descriptive survey design to describe the state of affairs and report the findings. The researcher used Stratified random sampling technique method to select the sample. Questionnaires and observation checklists were used in data collection from nineteen (19) respondents as follows; 18 ECDE teachers and the Area education officer (AEO) from the selected schools. The Head teachers from where the ECDE centers are were consulted before administering the research questionnaire to the respondents. The study revealed that using Music and Movement as a teaching and learning technique depends on proper training and positive attitude of the teacher, support of ECDE teachers through training by the government. The researcher also observed that where music and movement is used, pupils enjoy learning. Professional and qualified ECDE teachers are employed by parents with meager wages which affects their motivation. The quality of the use of music and movement is hampered by inadequacy of teaching and learning materials, lack of good support from the parents and school administration and government failure to employ ECDE teachers like other primary school teachers. The researcher recommends government interventions, creation of awareness and involvement of the stakeholders to improve the quality of music and movement as a teaching/learning technique.