Exploring the Efficacy of Music-Based Pedagogies in Developing Communication Skills: Perspectives of Early Childhood Educators

Abstract

Students in the field of Early Childhood Care and Education (ECCE) possess distinct requirements that necessitate the implementation of tailored instructional approaches in order to foster the development of their foundational knowledge. Music-based pedagogies have been extensively studied for their effectiveness in teaching literacy, civics and life skills at all levels. Early Childhood Care and Education (ECCE) is still developing in Pakistan. Thus, there is no structure to adopt music-based teaching strategies to improve ECCE students' communication skills.

Study examined how early childhood education (ECCE) teachers use music-based pedagogies to help toddlers to develop language and necessary communication skills. This qualitative case study used Vygotsky's sociocultural theory to analyze three urban early childhood care and education (ECCE) institutions in Karachi, Pakistan. The study examined how students in ECCE interact with more knowledgeable people. The study involved ECCE classroom observations during the practice and semi-structured interviews. Data was also collected via document analysis. Data was interpreted using thematic analysis.

The findings show that early childhood education (ECCE) educators understand how to use music-based teaching strategies to improve communication in three- to four-year-olds. The lack of supervision, musical materials, and music-focused teaching approaches in early childhood care and education (ECCE) and pre-service teacher training programs were notable issues. The report suggests assessing the ECCE curriculum's music pedagogy content and implementation to address these issues.

Key words: Pedagogy, Music Pedagogy, Communication, ECCE, Training, Skills