This qualitative study investigated how songs can reflect cultural values to enhance children’s participation in learning in early childhood education (ECE) in Tanzania. The focus of this study was to examine the application of mother tongue songs for children and teachers in the learning process as a vital component of their holistic development. To accomplish this goal, the study employed purposive sampling to select 18 respondents, strategically targeting individuals who could provide rich and relevant insights. A case study design was adopted to enable an in-depth exploration of the research context. Data collection methods included classroom observations, semi-structured interviews, and document analysis, which together offered a comprehensive view of the pedagogical practices under investigation. Anchored in Social Learning Theory, the study examined how songs can facilitate learning by enabling students to observe and imitate behaviours aligned with specific instructional goals. The data were meticulously coded and organised into coherent patterns, categories, and themes, allowing for a nuanced interpretation of the findings within the theoretical framework. The findings revealed that the use of songs in the mother tongue language is the most effective tool for children’s increased participation in classroom interaction in early childhood education (ECE). Songs offer numerous opportunities for children to acquire language skills and express their ideas and feelings, enabling them to communicate effectively with others. The study recommends that professional development for preprimary teachers should focus on the provision of effective music skills, and this should be conducted regularly to prepare them with appropriate knowledge and skills. Exploring the use of children’s songs will allow teachers to provide effective feedback, which will, in turn, boost children’s learning and enhance performance in ECE.
Tumaini Samweli Mugaya (Mon,) studied this question.