UDC: 373.2:78(669.1) COBISS.SR-ID 139166217 CIP - 9 _________________
Received: Dec 28, 2023
Reviewed: Jan 16, 2024
Accepted: Jan 26, 2024
Pedagogical Approach Towards Developing
Early Childhood Music Education in Nigeria
Samuel Adeleke Joel
Department of Music, Kwara State College of Education, Ilorin, Nigeria
[email protected]
Department of Music, Kwara State College of Education, Ilorin, Nigeria
[email protected]
Citation: Joel , Samuel Adeleke. 2024. "Pedagogical Approach Towards Developing Early Childhood Music Education in Nigeria." Accelerando: Belgrade Journal of Music and Dance 9:10
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Abstract
Undoubtedly, the surest ground-breaking for solid foundation of Early Childhood Music Education hinged on systematically organised and strategically coordinated musical activities at the early stage of education. Unfortunately, despite music being a predominantly evident driving force at this level of education, many institutions still manifest ‘jé lé ó sin mi (‘let the house have peace’) mentality by demonstrating ‘cosmetic’ approach towards educational development of children under their care in general and music education in particular. Hence, this paper advocates for a pedagogical approach towards developing and improving Early Childhood Music Education. Being a descriptive research, participant observation and oral interview techniques were used as instruments of data collection to harvest direct information from the ten (10) randomly selected schools in Ilorin, Kwara State. This was complemented by Fayol’s Administrative Management theory to foreground the study. Findings revealed that most activities at this starting point of education are musical, but no single qualified music teacher was employed either as full-time or part-time to coordinate the activities. Consequently, singing out of tune, screaming and singing off-beat often characterised the children’s performances. Likewise, government only pays lip-service to this fragile stage by leaving the establishment and administration of this delicate organisation solely in the hands of the private sector. The study, however, recommends that Society of Music Educators of Nigeria (SOMEN) should consider generating a memo on the need to employ qualified Early Childhood Music educators, who will ensure balanced music education through a pragmatic pedagogical approach, as suggested and explained in this paper.
Keywords: Pedagogy, Music Education, Early Childhood Music Educators, National Policy, Nursery, Pre-primary Schools |
Introduction
The emerging contemporary challenges in the Nigerian educational sector, most especially the early childhood care education otherwise known as nursery and pre-primary school have incontrovertibly revealed the inadequacies in practice of music education towards the overall development and growth of children. Obviously, the indispensability of musical activities at the early stage of children's education cannot be overemphasised. The predominantly driving impetus at this early stage in schools is embedded in music which is primarily used to accompany, punctuate, articulate and moderate daily activities of the pupils. It is often assumed that musical activities at this level are used only as extra-curricular just to keep the interest of the pupils alive in the classroom.
Our natural involvement in diverse musical activities, from cradle, has made many people ignorantly conclude that music is a mere entertainment activity that does not need any serious academic attention. This was further stressed by Stephens (1995) that music is so much a part of the background of everyday life that tends to be taken for granted. It is noteworthy that teaching and learning of music is far beyond singing and dancing. The need for music education at all levels of the Nigerian educational system is irrefragable. Hoffer (1976) reiterates that music is a complex creation to be passed along informally from one generation to another, as it is done in some primitive societies. In the same vein, Adesokan (2000) affirms that music education is an important intellectual subject, which contributes to the general growth and development of the child. It is on this premise that the paper advocates for general overhauling of all musical activities within the context of Early Childhood Care Education (ECCE), so there could be a reliable and secure foundational platform for music education to thrive freely. Statement of the Problem
The response of the Federal Government of Nigeria through its National Policy on Education (2013) to the contemporary challenges in the education sector, seemed to be proactive in terms of policy formation, but passive in policy implementation. This is contrary to the popular saying that “action speaks louder than voice”. Despite the fact that the voice of the government is at crescendo in articulating the purpose and necessity of ECCE in the National Policy on Education; her action is at the diminuendo, as seen in various nursery or pre-primary schools scattered across the country.
Moreover, establishment and administration of the early stage of education are left solely in the hands of the private sector. No wonder, many of these pre-primary schools are more profit-oriented, rather than product-oriented. Musical activities being the catalyst at this early level of education is badly affected. Hence, the need for a comprehensive approach as contrary to the ‘cosmetic’ approach towards Early Childhood Music Education is germane. The present situation of music education in nursery or pre-primary schools in Nigeria is apparently begging for systemic organisation, and strategic coordination of musical activities, which is the surest ground-breaking platform for a solid foundation to emerge. Theoretical Framework
This study hinged on the administrative management theory of Henri (1916). The adaptation of Henri’s five elements of management in this study is fore-grounded in planning, organising, commanding, coordinating and controlling. The universality of these elements was theorised by Henri, as he argued that every manager performs these functions in their daily work. The elements, as stated by Ogunbameru and Oribabor (2012) have become the foundation for considering the basic process or functions of management.
Having reflected on the five elements as discussed earlier, the question is where is the place of evaluation? A critical analysis of the five elements revealed that Henri seemed to have subsumed evaluation under the fifth element (controlling). In the education sector, evaluation is too essential to be marginalised. Through regular evaluation, strength and weaknesses of a system could be exposed, and the outcome would be a future guide. Thus, this is modified by the researcher and thereafter applied to Early Childhood Music Education in this study through the introduction of ‘evaluation’ as the sixth element of management. This approach gives credence to formal model showing the division of labour in terms of functions and authority. The chart below (Figure 1) illustrates the six elements of management.
The contemporary challenges threatening the effectiveness and the desired excellent features of Early Childhood Music Education could be alienated through the modified Henri’s administrative management theory if the six primary elements are carefully, intelligently and diligently applied to all the musical activities. When there is proper planning, systemic organisation, effective commanding, strategic coordination, efficient control, and comprehensive evaluation in the teaching and learning of music at the early stage, a solid foundation for music education would be guaranteed.
The Federal Government of Nigeria and proprietors of pre-primary schools should be reminded of the fourteen guiding principles of Henri captured by Kuper and Kuper (1996), as stressed by Oribabor (2012) in the application of the administrative management theory to Early Childhood Music Education. These include: division of work, authority, discipline, unity of command, unity of direction, subordination of individual interest, remuneration, centralisation, scalar chain, order, equity, stability of tenure of personnel, initiative and espirit de corps. The discovery of a set of principles, which the theory relies upon, will afford inestimable guides to the construction of a rational efficient framework for management of music education in the nursery or pre-primary schools in Nigeria. Methodology
The study employs descriptive methods, reinforced with participant observation and unstructured oral interviews, as instruments for data collection in order to gather first-hand information from the ten (10) randomly selected pre-primary schools in Ilorin, Kwara State. The researcher, with his research assistants, personally visited the sampled schools for close observation and active participation in the activities. A staff of each of the selected schools was engaged in an oral interview to further clarify and confirm the observed situation. Textual materials and the Internet source were consulted to corroborate the submission in this study.
Conceptualising Early Childhood
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References
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Belgrade Center for Music and Dance is the publisher of Accelerando: BJMD
Belgrade Center for Music and Dance is the publisher of Accelerando: BJMD