The Role of Music Activities in Promoting Childhood Development and Learning in Pre-Primary Schools

This study examined the role of music activities in promoting the childhood development and learning in pre- primary schools. It involved a total of 80 children, 16 teachers, eight heads of schools, and five education officials in the Dar es salaam city. Both quantitative and qualitative research approaches were employed in the study. The study determines that music was not implemented as an independent activity in pre-primary school. Although music activity was indicated in the syllabus, it was not slotted in the school timetables, and it was rather diminished in significance to singing songs for leisure and most often used for learning other subject information. Children were less involved in movements to rhythms, singing games and not at all involved in listening, verbalization and visualization of music symbols, composition and playing of music instruments. Further, the study reveals that there were no trained music teacher, and music equipment or music oriented facilities for children. In general, music activity was less effective and inadequate for the said benefits of music in promoting childhood development and learning. However, the study noted that teachers and education officials had a positive view of the role of music in promoting early childhood development and learning. The study recommends that the government should train and recruit music teachers for pre-primary schools and other levels of education, and give music education a solid place in the school curriculum. Further, the study recommends similar research to be conducted in other regions of the country. Also a study should be done on the preparation of music teachers for pre-primary and other levels of education in Tanzania, and seek parents views on the use of music activities in the school curriculum.