Peanut butter and jelly, socks and shoes, bats and balls, hide and seek, music, movement and drama are all elements of a childhood. Performing arts comprises of three elements, mainly music, movement and drama which are all naturally an exciting experience for children. It requires action and motion which can help in a child’s development and growth.

Susan Hallam from the Institute of Education, University of London says that speech and music have a number of shared processing systems. Musical experience enhances processing and therefore impacts the perception of language which in turn affects children’s learning to read.

Students from the Young Children and The Arts: Music, Movement and Drama module at Kolej Dika aptly encapsulated this musical experience recently. The educators put together a variety of engaging musical dance and drama presentation appropriate for children aged 4 to 6 years old. They had successfully combined the elements and processes of performing arts into relevant dimensions of the integrated curriculum learnt.

Their project sharing turned out to be an evening of vibrant and diverse presentations by different teams of young early childhood educators. In addition, the multicultural environment of Kolej Dika was reflected in their respective presentations, evidently showcasing the educators’ broadened perspective on the learning tactics used. They had displayed their under-standing in applying the principles and practices of teaching that promotes children’s learning, explorations, enjoyment and experiences in performing arts.

Reflecting on their presentation, C. Vithyani A/P Chandrasegaran said: “The module was an informative yet enjoyable learning experience for us and the kids. It was a live simulation of how a lesson should be taught and it is very relevant to classroom teaching. We learnt how to teach young children using different fun and educational techniques. One interesting observation of the project was that kids who could not sing or dance well would try to direct their own story and drama.”

Yong Sueet Wai said that this has been a rewarding experience as the educators thoroughly enjoyed this module although some of them was a little nervous during the presentation.

“This project helped me understand that different children feel differently when they are on stage to perform. Additionally, this module had taught me that songs can be used in various methods to create fun activities for young children. This was one of the best modules I had learnt in Kolej Dika,” she added.

Chee Ling Pua, CEO of Kolej Dika said that the early childhood educators proved to be champions of creative activities as it was filled with entertaining expression of ideas. The educators used a wide-range of relevant and interesting approaches in their respective presen-tation, incorporating thinking skills and creativity in the teaching and learning of music, drama and movement for young children.

Kolej Dika has always ensured its academic programmes are highly relevant to real life teaching experience. This use of music, drama, dance, movement and role play as the media for self-expression presented by the early childhood educators are indicative of their understanding and insights of the importance in assisting young children in their personal and social development.