Fostering children’s music in the mother tongue in early childhood education: A case study in Zambia

Abstract

The influence that the use of a familiar language has on learning has long been explored with suggestions that a child’s mother tongue is the most suited initial language of instruction in school. In Zambia, however, this is not the case as the majority of people think that young children should learn to speak in English as soon as possible because this is the language of education. As a result, songs in English dominate the singing repertoire in pre-schools even when children have not mastered sufficient English vocabulary. Singing songs in English, just as teaching children in a language they do not understand, has been shown to hamper learning. The theoretical lens of indigenous African education underpins the study in order to investigate how music in the mother tongue in a cultural context can foster educational aims. Research participants included an expert in Zambian indigenous children’s songs who also acted as resource person and led 18 children aged between 5 and 6 years in sessions of music in their mother tongue. The findings of the study revealed that educational implications of children’s participation in music in the mother tongue can be found in the way in which they are organised, the activities they involve and in the music elements that characterise them.

Exploring Early Childhood Education Teachers' Play-Based Learning Pedagogical Practices in Zambia

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“…In 2014, the Ministry of General Education (MoGE) annexed ECE centres in government primary schools (MoGE, 2016). Before 2011, very little had been done to ensure uniformity and consistency in the implementation of the ECE curriculum in Zambia (Kalinde, 2017).…”

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