Use of Indigenous and Folk-Game Songs for Teaching and Learning in Early Childhood Education Setting

Abstract

The purpose of the study was to collect some indigenous and folk-game songs that are developmentally appropriate for teaching and learning in early childhood education setting. The research identified some of the repertoire pre-school children use during musical activities and collected some indigenous songs and folk game songs for teaching and learning in early childhood settings. The researchers Adopted qualitative research approach supported by interpretivists’ paradigm and implemented the case study strategy. Purposive sampling technique was used to select twenty five participants (twenty pupils, four teachers, and one early childhood coordinator).The schools were conveniently selected. The instruments used were interview, observation and Ghanaian pre-school Creative Arts Curriculum. Findings revealed that indigenous and folk games songs in teaching would bring pre-school children to interact with environment since teachers will be compared to prepare teaching and learning aids using local materials of which pupils may be conversant with and this will make concept learning easier. The implication is that the use of Indigenous materials for teaching music are in line with the multiple intelligences by Gardner as it echoes cultural education and total development of the child. Teachers should not exhaust the early childhood music curriculum with Western and contemporary music, and leave no room for Ghanaian children’s indigenous and folk songs. Teachers should also apply diverse pedagogical strategy to unearth children’s musical intelligences through the use of indigenous and folk game songs.