UNESCO-NIE Centre for Arts Research in Education (CARE)

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Title of Proceedings: 
Paper presented at the international conference on Redesigning Pedagogy: Research, Policy, Practice held at National Institute of Education, Nanyang Technological University, Singapore
Month of Conference: 
May 30 - June 1 2005
Name(s) of Author/Editor(s): 
Lau Wing Chi, Margaret
The ability to develop social relationships with peers has long been regarded as one of the mostimportant development tasks of childhood (Hartup, 1989; Jewett, 1992; McClellan & Katz, 1992). Theacquisition of social skills is very significant during early childhood, however, these skills are rarelytaught in Hong Kong kindergartens. Teachers tend to reinforce quiet and obedient classroom behaviour.To enhance children’ social skills, music provides not only the opportunities for aesthetic and creativedevelopment, but social development and social skills (Seefeldt & Barbour, 1998; Isenberg & Jalongo,1997, 2002). Leonhard (1983) regards that ‘music is by its very nature a social art’. It serves to unitesocial groups because it helps each feel a part of a group. Hence, social skills develop once childrenfeel a part of a group. Music can draw the shy, withdrawn child into a group, and encourage all to comeinto closer contact with their peers and support social relationship’’ (Spodek, Saracho, and Lee, 1983).Thus, the main purpose of this paper is to share some songs with participants which enhancedchildren’s social competence composed by the researcher. The subjects involved a class of 15 childrenaged five. A music lesson of 30 minutes was conducted in a kindergarten. Data was collected through aclass observation and video recording. The outcome of the lesson was analyzed qualitatively. Findingsof the study revealed the ultimate goal of the singing games in music lesson cultivated young children’ssocial development.
Country of Research: 
Hong Kong
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