Original Research

Maestro for a moment: A conceptual framework for music integration in Grade R

Mignon van Vreden
South African Journal of Childhood Education | Vol 6, No 1 | a373 | DOI: https://doi.org/10.4102/sajce.v6i1.373 | © 2016 Mignon van Vreden | This work is licensed under CC Attribution 4.0
Submitted: 12 November 2015 | Published: 21 June 2016

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In South Africa, possibilities to utilise music to contribute to the holistic development of preschool learners are under continuous investigation. However, music education in the Grade R classroom is limited due to insufficient time in the daily programme and a lack of sufficient musical training amongst generalist educators. The urgent need to equip these educators with the necessary competencies is critical. Therefore, in this article the practicability of integrating music into the daily programme in Grade R is explored by means of a conceptual framework. This conceptual framework was generated from the literature review and data analysis, describing six aspects of integrating music into Grade R teaching and learning: about music, from music, on music, with music, in music and through music. Within this framework, every aspect of integration is connected with music activities in accordance with the Grade R learning principles of play, exploration and practical experiences. In this article, the author argues that music can be successfully integrated into the Grade R daily programme by music specialists as well as generalist teachers with no or minimal musical training.


Grade R (reception year, Grade 0, preschool, kindergarten); preschooler; Grade R teacher (educator, facilitator, generalist teacher); music integration; early childhood education


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1. Music-inspired free play to foster scientific exploration in early childhood
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South African Journal of Childhood Education  vol: 8  issue: 1  year: 2018  
doi: 10.4102/sajce.v8i1.560