MUSIC AND CULTURAL IDENTITY IN THE EARLY YEARS: AN EMPIRICAL APPROACH TO INTERCULTURAL LEARNING
DOI:
https://doi.org/10.46827/ejes.v12i8.6118کلمات کلیدی:
musical literacy, multiliteracies, intercultural education, cultural identity, music as cultural practiceچکیده
This study investigates the role of music as a medium for cultivating cultural identity and fostering intercultural understanding in early childhood education. Set against the backdrop of globalised education and multicultural societies, the research focuses on the integration of traditional and intercultural music within preschool settings and its influence on children’s aesthetic perception, emotional expression, and social interaction. Drawing upon the theoretical frameworks of musical universality, intercultural education, and Csikszentmihalyi’s Flow Theory, the study explores how musical engagement from diverse cultural traditions can enhance young learners’ awareness of cultural diversity and support the development of an inclusive sense of identity. The empirical component of the research was conducted in January 2025 and involved 18 preschool-aged children. A series of music-based activities featuring traditional songs from Greece and France was designed to investigate children's responses and immersive experiences through qualitative observation. The findings reveal that intercultural music experiences not only stimulate aesthetic appreciation and emotional resonance but also promote empathy, collaborative attitudes, and openness to cultural difference. The presence of flow indicators during musical participation further suggests a deep, affective engagement with culturally embedded musical content. The study highlights the pedagogical value of music in shaping cultural identity and advocates for its systematic integration into preschool curricula as a pathway to inclusive and culturally responsive education.
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