Fostering Cognitive and Social Development through Music Instruction in Winneba Kindergarten Schools

Abstract

Numerous scholarly inquiries have underscored the influential role of music in the educational and developmental journey of young children. Musical engagements have demonstrated a capacity to foster intellectual, social, and multifaceted personal growth, including the cultivation of foundational reading skills such as heightened aural discrimination of sounds and letters. This study presents an exploration of the impact of musical activities on the developmental trajectory of kindergarten children in the Winneba community, with a particular focus on their intellectual and social growth. Grounded in the qualitative paradigm, the research employed a case study design, utilizing interview, observation and Focus Group Discussion (FGD) for data collection from a purposive sample which comprised four (4) teachers and twenty (20) kindergarten children. The findings revealed that while the primary intention behind organizing musical activities in the kindergarten classroom was to infuse joy and energy, these endeavors unwittingly yielded significant positive impacts on intellectual, social, and personal developmental domains. It is anticipated that educators will adopt a more purposeful approach to music pedagogy, expanding beyond traditional singing and dancing activities to incorporate instrument playing and active listening practices.