Cultural play songs in early childhood education in Zambia : in and outside of classroom practice

[摘要] Cultural play songs are a world wide phenomenon in which children participate. Thecurrent research explored settings where such cultural play songs occur; both in andoutside of pre-schools. Despite the availability of play songs in most culturalcontexts, combined with children's natural inclination to be actively involved inplaying and singing games, these cultural assets are generally not considered as apedagogical tool in Early Childhood Education (ECE). Therefore, the aim of thisresearch was to investigate the pedagogical significance of cultural play songs foundin and outside of pre-schools for ECE.In this study, I investigated how play songs take place in both settings in order toreveal commonalities and differences so that, when taken together, this knowledgewould enhance the understanding of how educators could optimally use play songsin ECE contexts. An ethnographic research design was conducted within aqualitative paradigm, incorporating non-participant observation, complete participantobservation, video recordings, and face-to-face interviews. For the first part of datacollection within pre-school settings, participants included thirty teachers from twentypre-schools in seven provinces of Zambia. During the second part of data collectionin a simulated out of school setting, participants included eighteen pre-schoolchildren and an expert on cultural play songs. This resource person facilitatedsixteen cultural play song sessions in which the children and I actively participated.Video recordings were made of all cultural play song activities in both settings,supporting non-participant as well as complete participant observasions.This empirical data provided evidence regarding the pedagogical value of play songsas a cultural resource. As a result, play songs were collected in order to bepreserved and promoted for future use in ECE, thus defying the simplistic view thatthey are mere entertainment. By drawing on Vygotsky's socio-cultural learning theoryand African traditional education perspectives as theoretical framework, the studyequally makes a scholary contribution towards play songs as a valuable indigenoustool for teaching and learning in ECE. The results of the study indicate the following concerning cultural play songs: Firstly,there is limited to non use of these songs in Zambian pre-schools compared toEnglish rhymes and Sunday school songs; secondly, they are not currentlyconsidered as valid resources for teaching and learning; and thirdly, their use in ECEdepends on the teacher's knowledge, skills and perceptions, as well as on theattitudes of school administration and parents. Recommendations are made forflexible methodologies which nurture linkages between music practice in and outsideof school settings. Play songs as cultural resources support teacher and learnerinteractions in musically and playfully stimulated environments.

[发布机构] University of Pretoria