MANAGING THE PRE-PRIMARY EDUCATION WITH MUSIC

This study investigated managing the pre-primary education with music. Course on pre-service early childhood teachers’ confidence and competence to teach music. Specifically, this investigation sought to determine the importance/benefits of using music to manage the pre-primary education. This study illuminated motivation as an idea that initiates increase in the enthusiasm of an individual’s level of activity. It is essential in the learning process in order to improve the learning outcomes. This study implemented an exploratory quantitative design, embedded within a teacher research paradigm. Priority was placed on quantitative collection and analysis, and a small narrative component was used to elaborate the quantitative results. Teacher research was employed as an enabling method in the creation, application and review of teaching music methods. Data collection instruments were developed and adapted to reflect the distinctive features of managing the preprimary education with music. Both the Music Background Survey and the Music Teaching Self-Efficacy Questionnaire obtained primarily quantitative data, while opened-ended comments, student reflections, and focus group interviews elicited narrative data. Enhancing self-efficacy is the first step in helping generalists to develop the right blend of skills, knowledge and understandings necessary to teach music. It was therefore, recommended that music should be used to attract the attention of the pupils in the class and it was concluded that music can lead to self-discovering and
independent inquiry.