E-Journal of Humanities, Arts and Social Sciences (EHASS) - ISSN 2720-7722

Abella, Julanie, Stephan Marie Barluado, and Jocyn Sepada. “Enhancing Children’s Literacy through Music: Exploring the Impact and Strategies for Integration.” Excellencia: International Multi-Disciplinary Journal of Education (2994-9521) 1, no. 2 (2023): 44–53.

Adams-Ojugbele, Rasheedah O., and Relebohile Moletsane. “Towards Quality Early Childhood Development for Refugee Children: An Exploratory Study of a Grade R Class in a Durban Child Care Centre.” South African Journal of Childhood Education 9, no. 1 (July 10, 2019). https://doi.org/10.4102/sajce.v9i1.616.

Aina, Adebunmi Y, and Keshni Bipath. “Availability and Use of Infrastructural Resources in Promoting Quality Early Childhood Care and Education in Registered Early Childhood Development Centres.” South African Journal of Childhood Education 12, no. 1 (2022): 980.

Almutairi, Maryam, and Nadia Shukri. “Using Songs in Teaching Oral Skills to Young Learners: Teachers’ Views and Attitudes.” International Journal of Linguistics 8, no. 6 (December 16, 2016): 133. https://doi.org/10.5296/ijl.v8i6.10464.

Ang, L, H. Du Preez, A. Du Plessis, L. Basson, L. Ebersöhn, and Q. Gu. “The Role of Early Childhood Development and Education (ECDE) in Supporting Learning and Well-Being in Rural Early Childhood and Primary Schools in South Africa.” International Journal of Early Years Education, 2023, 1–18.

Arasomwan, Avosuahi Deborah, and Glynnis Daries. “Rural Early Childhood Educators’ Perception of Music-Based Pedagogy in Teaching Communication Skills to Children.” E-Journal of Humanities, Arts and Social Sciences 4, no. 12 Special Issue (2023): 254–68. https://doi.org/10.38159/ehass.202341222.

Arasomwan, Deborah A., and Nontokozo J. Mashiy. “Early Childhood Care and Education Educators’ Understanding of the Use of Music-Based Pedagogies to Teach Communication Skills.” South African Journal of Childhood Education 11, no. 1 (July 9, 2021). https://doi.org/10.4102/sajce.v11i1.896.

Atmore, Eric. “Challenges Facing the Early Childhood Development Sector in South Africa.” South African Journal of Childhood Education 2, no. 1 (July 1, 2012). https://doi.org/10.4102/sajce.v2i1.25.

Ba’th, F., and M.P. Mychailyszyn. “The Power of Musical Learning: A Pilot Study of Whether Private Music Lessons Can Decrease Parental Stress and Disruptive Behaviour in Children.” Mental Health Family Medicine 14, no. 1 (2017): 642–51.

Barrett, Lisa Feldman, Ralph Adolphs, Stacy Marsella, Aleix M. Martinez, and Seth D. Pollak. “Emotional Expressions Reconsidered: Challenges to Inferring Emotion From Human Facial Movements.” Psychological Science in the Public Interest 20, no. 1 (July 17, 2019): 1–68. https://doi.org/10.1177/1529100619832930.

Bautista, Alfredo, Jerry Yeung, Morgan Lisa Mclaren, and Beatriz Ilari. “Music in Early Childhood Teacher Education: Raising Awareness of a Worrisome Reality and Proposing Strategies to Move Forward.” Arts Education Policy Review 125, no. 3 (July 2, 2024): 139–49. https://doi.org/10.1080/10632913.2022.2043969.

Bawani, Elisa L, and Ramashego S S Mphahlele. “Investigating the Role of Teacher Training of Reception Teachers in Implementing the Pre-Primary Curriculum in Francistown, Botswana.” South African Journal of Childhood Education 11, no. 1 (2021): 1–14.

Bertrand, I., and P. Hughes.  Media Research Methods: Audiences, Institutions, Texts. New York: Palgrave Macmillan, 2005.

Blasco-Magraner, José Salvador, Gloria Bernabe-Valero, Pablo Marín-Liébana, and Carmen Moret-Tatay. “Effects of the Educational Use of Music on 3-to 12-Year-Old Children’s Emotional Development: A Systematic Review.” International Journal of Environmental Research and Public Health 18, no. 7 (2021): 3668.

Boyd, Wendy, Linda Mahony, Jane Warren, and Sandie Wong. “The Design of Early Childhood Teacher Education Programs: Australian Employer Perspectives with International Program Comparisons.” Australian Journal of Teacher Education (Online) 47, no. 6 (2022): 69–84.

Britto, Pia R, Stephen J Lye, Kerrie Proulx, Aisha K Yousafzai, Stephen G Matthews, Tyler Vaivada, Rafael Perez-Escamilla, Nirmala Rao, Patrick Ip, and Lia C H Fernald. “Nurturing Care: Promoting Early Childhood Development.” The Lancet 389, no. 10064 (2017): 91–102.

Bruinders, Sylvia. “Transforming African Musics at a South African University.” British Journal of Music Education, 2023, 1–14.

Chapman, Susan Narelle, and Lyndal O’Gorman. “Transforming Learning Environments in Early Childhood Contexts through the Arts: Responding to the United Nations Sustainable Development Goals.” International Journal of Early Childhood 54, no. 1 (2022): 33–50.

Darling-Hammond, Linda, Dion Burns, Carol Campbell, A Lin Goodwin, Karen Hammerness, Ee-Ling Low, Ann McIntyre, Mistilina Sato, and Ken Zeichner. Empowered Educators: How High-Performing Systems Shape Teaching Quality around the World. John Wiley & Sons, 2017.

Delport, Aletta, and Erna Cloete. “Music Education in the Grade R Classroom: How Three Teachers Learned in a Participatory Action Inquiry.” South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 21. https://doi.org/10.4102/sajce.v5i1.351.

Denieffe, Suzanne. “Commentary: Purposive Sampling: Complex or Simple? Research Case Examples.” Journal of Research in Nursing 25, no. 8 (2020): 662–63.

Department of Basic Education.  The South African National Curriculum Framework for Children from Birth to Four. Pretoria: Department of Basic Education, 2015.

Department of Basic Education (DBE). The South African National Curriculum Framework for Children from Birth to Four. Pretoria: Department of Basic Education, 2015.

Dong, Yinghan, Fangfang Liu, Yingjie Jiang, and Siyuan Wei. “Neuroticism and Aggressive Behavior among Left-behind Children: The Mediating Roles of Interpersonal Sensitivity and Bullying Victimization.” International Journal of Environmental Research and Public Health 19, no. 17 (2022): 11072.

Dugar, Cory D. “Music Advocacy: The Cognitive Development, Behavioral and Emotional Management, and Academic Success That Music Education Provides Students in Louisiana’s Low Socioeconomic Elementary Schools,” 2023.

Eerola, Päivi-Sisko, and Tuomas Eerola. “Extended Music Education Enhances the Quality of School Life.” Music Education Research 16, no. 1 (January 2, 2014): 88–104. https://doi.org/10.1080/14613808.2013.829428.

Egert, Franziska, Ruben G. Fukkink, and Andrea G. Eckhardt. “Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis.” Review of Educational Research 88, no. 3 (June 5, 2018): 401–33. https://doi.org/10.3102/0034654317751918.

Fernández, Manuel, Rupert Wegerif, Neil Mercer, and Sylvia Rojas-Drummond. “Re-Conceptualizing” Scaffolding” and the Zone of Proximal Development in the Context of Symmetrical Collaborative Learning.” The Journal of Classroom Interaction, 2001, 40–54.

Frühauf, Tina. Experiencing Jewish Music in America: A Listener’s Companion. Rowman & Littlefield, 2018.

Gürbüzsel, İpek, Tilbe Göksun, and Aykut Coşkun. “Eliciting Parents’ Insights into Products for Supporting and Tracking Children’s Fine Motor Development.” In Proceedings of the 21st Annual ACM Interaction Design and Children Conference, 544–50, 2022.

Hall, Johanna, Mark Gaved, and Julia Sargent. “Participatory Research Approaches in Times of Covid-19: A Narrative Literature Review.” International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110100. https://doi.org/10.1177/16094069211010087.

Harriss, D J, C Jones, and Alasdair MacSween. “Ethical Standards in Sport and Exercise Science Research: 2022 Update.” International Journal of Sports Medicine 43, no. 13 (2022): 1065–70.

Hawkins, Stan. Critical Musicological Reflections: Essays in Honour of Derek B. Scott. Ashgate Publishing, Ltd., 2012.

Hooper, Timothy R. “Evaluating the Level of Need for Educational Psychology Services in England.” University of Manchester, 2023.

Jansen van Vuuren, Eurika N. “Arts across the Curriculum as a Pedagogic Ally for Primary School Teachers.” South African Journal of Childhood Education 8, no. 1 (March 28, 2018). https://doi.org/10.4102/sajce.v8i1.477.

Kamalodeen, Vimala Judy, Sandra Figaro-Henry, Nalini Ramsawak-Jodha, and Zhanna Dedovets. “The Development of Teacher ICT Competence and Confidence in Using Web 2.0 Tools in a STEM Professional Development Initiative in Trinidad.” The Caribbean Teaching Scholar 7, no. 1 (2017).

Khaghaninejad, Mohammad Saber, Hossein Saadabadi Motlagh, and Ramin Chamacham. “How Does Mozart’s Music Affect the Reading Comprehension of Iranian EFL Learners of Both Genders?’.” Internafional Journal of Humanifies and Cultural Studies (IJHCS), 2016.

Knight, Andrew, and Paige Rabon. “Music for Speech and Language Development in Early Childhood Populations.” Music Therapy Perspectives 35, no. 2 (November 13, 2017): 124–30. https://doi.org/10.1093/mtp/mix014.

Madjar, I., E. McKinley, M. Deynzer, and A. Van der Merwe. Stumbling Blocks or Stepping Stones? Students’ Experience of Transition from Low-Mid Decile School to University. Auckland: The University of Auckland, 2010.

Martínez-Bello, Vladimir E, Herminia Vega-Perona, Paula Robles-Galán, Patricia Segura-Martínez, and María del Mar Bernabé-Villodre. “Pedagogical Content Knowledge of Movement Opportunities in Toddler Education: Perceptions of Early Childhood Educators and Student Teachers.” Early Childhood Education Journal, 2023, 1–14.

Mbarathi, Nduta, Mbali Emerald Mthembu, and Kathleen Diga. Early Childhood Development and South Africa: A Literature Review. SARChI Technical Paper #6,University of KwaZulu-Natal., 2016. http://hdl.handle.net/10413/13338.

McLeod, Saul. “Erik Erikson’s Stages of Psychosocial Development.” Simply Psychology 3 (2018).

Mohangi, Kesh, Soezin Krog, Oluyemi Stephens, and Norma Nel. “Contextual Challenges in Early Literacy Teaching and Learning in Grade R Rural Schools in South Africa.” Per Linguam: A Journal of Language Learning= Per Linguam: Tydskrif Vir Taalaanleer 32, no. 1 (2016): 71–87.

Mouton, R.J. “ Understanding the Challenges Teachers in the Western Cape Face Teaching the Music Component of Life Skills in the Intermediate Phase .” North-West University, South Africa, 2023.

Mphahlele, Ramashego, and Bethia Tanneh Jikpamu. “Re-Imagining Pedagogy for Early Childhood Education Pre-Service Curriculum in the Face of the COVID 19 Pandemic.” Journal of Interdisciplinary Studies in Education 10, no. 1 (2021): 118–38.

Ngumbi, Elizabeth. “Challenges Facing Early Childhood Teachers and Possible Solutions.” Education & Child Development 1, no. 1 (2022).

Niland, Amanda, and Jill Holland. “Journeys towards Empowerment: Educators Sharing Their Musical Cultural Identities with Children.” International Journal of Music in Early Childhood 14, no. 1 (June 1, 2019): 71–88. https://doi.org/10.1386/ijmec.14.1.71_1.

Nkambule, Gugulethu, and Christina Amsterdam. “The Realities of Educator Support in a South African School District.” South African Journal of Education 38, no. 1 (2018).

Rabinowitch, Tal-Chen, and Andrew N Meltzoff. “Synchronized Movement Experience Enhances Peer Cooperation in Preschool Children.” Journal of Experimental Child Psychology 160 (2017): 21–32.

Rocca, G. La. “ Facing the Music: An Investigation of the Factors That Influence Early Career Teachers’ Music Practices in Early Childhood Education Settings in Australia.” Macquarie University, 2022.

RSA (Republic of South Africa). “Audit of Early Childhood Development (ECD) Centres: National Report.” Department of Social Development, July 31, 2014.

Sasan, John Michael, and Joselito C Baritua. “Distance Learning as a Learning Modality for Education during the COVID-19 Pandemic.” Science and Education 3, no. 8 (2022): 35–44.

Shabani, Karim. “Implications of Vygotsky’s Sociocultural Theory for Second Language (L2) Assessment.” Cogent Education 3, no. 1 (December 31, 2016): 1242459. https://doi.org/10.1080/2331186X.2016.1242459.

Shaw, Ryan D, and Whitney Mayo. “Music Education and Distance Learning during COVID-19: A Survey.” Arts Education Policy Review 123, no. 3 (2022): 143–52.

Siskind, Demi G, Karen M LaParo, Danielle A Crosby, Linda Hestenes, and Julia Mendez Smith. “Who’s Teaching the Teachers? An Exploration of Early Childhood Teacher Preparation Program Faculty’s Cultural Competence, Work Burnout, and Teaching Efficacy.” Journal of Early Childhood Teacher Education 44, no. 3 (2023): 425–44.

Sollerhed, Ann-Christin. “Perceived Insufficient Pedagogical Content Knowledge in Teaching Movement and Physical Activity. Experiences from an Action-Oriented Study among Educators in Early Childhood Education and Care.” Frontiers in Sports and Active Living 4 (2023): 1050311.

Sutcliffe, Ryan, Kangning Du, and Ted Ruffman. “Music Making and Neuropsychological Aging: A Review.” Neuroscience & Biobehavioral Reviews 113 (2020): 479–91.

Tayoni, A.C., and F.T. Abocejo. “The Multigrade Education Program: A Policy Evaluation.” International Journal of Academic Pedagogical Research (IJAPR) 7, no. 1–6 (2023). www.ijeais.org/ijapr.

Terronez. A. “Teaching Is Learning: Ensuring Fair and Reliable Measures of Effective Teaching (Abridged),” 2016. https://www.youtube.com/watch?app=desktop&v=rOTI4svjPO0.

Uminar, Ajeng Ninda. “The Use of Percussion Instruments to Improve Musical Intelligence of Young Children.” Journal of Childhood Development 3, no. 1 (2023): 30–38.

UNICEF. Early Childhood Development a Statistical Snapshot. UNICEF – Kosovo Programme, 2014. https://www.unicef.org/kosovoprogramme/media/191/file/ECD_General_Population_ENG.pdf.

Váradi, Judit. “A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning.” Sage Open 12, no. 1 (2022): 21582440211068500.

Varga, V. “ How Do Early Childhood Educators’ Preprofessional Music Experiences Shape Their Practices with Young Children: An Interpretive Phenomenology Study ,” 2022.

Vreden, Mignon van. “Creating a Musical for Pre-Schoolers in South Africa as Pedagogical Praxis for a Tertiary Music Education Module.” British Journal of Music Education 40, no. 1 (2023): 109–23.

Vreden, Mignon Van. “Maestro for a Moment: A Conceptual Framework for Music Integration in Grade R.” South African Journal of Childhood Education 6, no. 1 (June 21, 2016): 10. https://doi.org/10.4102/sajce.v6i1.373.

Vygotsky, Lev Semenovich. The Collected Works of LS Vygotsky: Problems of the Theory and History of Psychology. Vol. 3. Springer Science & Business Media, 1987.

Wu, Ziyu. “A Review of Drama-Based and Music-Based Pedagogy in Early Childhood Language Learning and Development.” In 2021 International Conference on Education, Language and Art (ICELA 2021), 702–6. Atlantis Press, 2022.

Zama, Cynthia Z, and Nontokozo Mashiya. “Early Childhood Care and Education Teachers’ Experiences of Integrating the Activities of the National Curriculum Framework into Themes.” South African Journal of Childhood Education 12, no. 1 (2022): 1089.

Zhukov, Katie. “Learning to Play an Instrument.” In Routledge International Handbook of Music Psychology in Education and the Community, 185–200. Routledge, 2021.

Zulu, Pam P, Adebunmi Y Aina, and Keshni Bipath. “Education and Training Experiences of Early Childhood Care and Education Practitioners in Rural and Urban Settings of Durban, South Africa.” South African Journal of Childhood Education 12, no. 1 (2022): 1167.

Arasomwan Avosuahi Deborah holds a Ph.D., M.Ed., and B.Ed. Honors, and B.Ed. certificates in Education. She received her Ph.D in Early Childhood Education from the prestigious University of Kwa-Zulu Natal in 2021. She has engaged in teaching (different Education modules) and research activities in institutions of higher learning for about 7 years, especially in the discipline of Foundation phase/Early Childhood Development and Curriculum. Arasomwan Deborah is currently a postdoctoral research fellow and lecturer in the School of Education at Sol Plaatje University Kimberley South Africa. Before joining Sol Plaatje University, she was an ad hoc lecturer at the University of Kwa-Zulu-Natal in the School of Education. Her research centres around three goals: (1) Conducting an action-participating research to empower the ECCE educator practically with rudiment of music to use music-based pedagogy in ECCE classrooms- influencing early childhood practitioners’ perspectives on the use of age-appropriate music pedagogy to help young children develop fundamental abilities (2) Investigating challenges of foundation phase lecturers in conducting digital formative assessment and (3) Investigating students’ views on virtual learning. She also engages in Community development programs such as empowering the Foundation Phase rural first-year students with effective reading skills and empowering the Rural ECD educators with rudiment of music to aid their productivity in teaching activities.

Glynnis Daries (Ph.D.) is a senior lecturer in the Foundation Phase of Teaching at Sol Plaatje University. She is the acting Head of the Department of Education Studies. In a career that spans over 14 years, she has played the role of a teacher, facilitator, manager, academic, researcher, mentor, and advocate for the early years. She completed her Ph.D. in early childhood care and education in January 2017 at the University of the Free State. Her Ph.D. focused on the ‘funds of knowledge’ of practitioners and young children at community and privately owned early years centers. The study contributed to a deeper understanding of the sources of knowledge and the daily practice of practitioners with very young children. She contributed to new thinking about the professionalism of early childhood practitioners. She is currently part of two inter-university research projects that focus on Early Childhood Development (ECD) and Early Childhood Care and Education (ECCE). The first project focuses on how teachers, principals, parents, university lecturers, and Department of Education subject advisors work successfully as a Community of Practice (CoP) to stimulate change for Foundation Phase learners and parents. The Family Math project incorporates the use of mother tongue instruction and the manipulation of concrete Teaching and Learning aids to develop mathematical knowledge and skills in the Foundation Phase. Parental involvement, homework support, and the use of concrete manipulatives is emphasized. The second research project in ECCE centres is designed around a Participatory Action Learning and Action Research (PALAR) approach to family and community involvement. Different community stakeholders and participants come together and use hands-on activities to promote the perceptual development and emergent numeracy skills of young children in early childhood centres. The aim is to work with participants in ways that will sustain contextually relevant and age-appropriate early education among practitioners, children, and parents.

 

Arasomwan, Deborah Avosuahi & Glynnis Daries. “Music-based Pedagogies to Teach Conversational Skills to Early Childhood Care and Education’s Learners: The Educators’ Constraints and the Proposed Solutions,” E-Journal of Humanities, Arts and Social Sciences 5, no.7 (2024): 1219-1237. https://doi.org/10.38159/ehass.20245713