Abstract:
The topic for this study is the teaching of rhymes and songs at the Kindergarten and the primary
objective of this study is to identify problems associated with the teaching of rhymes and songs
at the Kindergarten, and how can these rhymes and songs be taught effectively. This study was
conducted at Agorteman Municipal Assembly Basic School in Kwashiekuma Circuit in Ga West
Municipality in Greater Accra Region of Ghana. Purposive sampling method was used to select
six teachers for semi-structured interview and twenty pupils for direct observation. The findings
of the study were: most of the Kindergarten teachers do not have formal training in early
childhood education, hence do not teach the rhymes and the songs effectively, there was no
instructional material and instructional time for teaching of rhymes and songs, audio Visual Aids
which can enhance effective teaching of rhymes and songs were also not used, the teachers do
not write detail lesson note on rhymes and songs and the rhymes and songs were only used to
arouse the pupils’ interest in literacy lessons. The following recommendations were made to
enhance effective teaching of rhymes and songs at the Kindergarten; teachers at Kindergarten
must have a formal training in ‘early childhood education’, instructional materials and a course
book containing methods of teaching rhymes and songs as well as a refresher in-service-training
should be provided for Kindergarten teachers for effective teaching of rhymes and songs at the
Kindergarten. The teachers must write detailed lesson notes on rhymes and songs for effective
teaching. Rhymes and songs should be made a full lesson on its own to be allocated enough
periods for effective teaching.
Description:
A DISSERTATION IN THE DEPARTMENT OF APPLIED LINGUISTICS,
FACULTY OF FOREIGN LANGUAGES EDUCATION AND
COMMUNICATION SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF MASTER OF
EDUCATION DEGREE IN TEACHING ENGLISH AS A SECOND LANGUAGE
DECEMBER, 2017